UC-NRLF 


SB    hb    Db7 


OF  THE 

UNIVERSITY 

OF 


IN  EVERY  TOWNSHIP  MARKED  IN  BLACK     AT    LEAST    ONE    SINGLE    ROOM    SCHOOL 

WAS    VISITED 


REPORT 


to 


the  Governor  of  Ohio 

by  the 

Ohio  State  School  Survey  Commission 

M.  EDITH  CAMPBELL,  Cincinnati 
WILLIAM  L.  ALLENDORF,  Sandusky 
OLIVER  J.  THATCHER,  Wilmington 
Chairman 


A  Cooperative  Field  Study 

conducted  by 
HORACE   L.  BRITTAIN,  Director  of  Survey 

(New  York  Training  School  for  Public  Service) 

An  intensive  study  of  659  rural  village  schools  in  88  counties,  and 
an  extensive  study  of  9000  school  rooms  and  of  395  school  systems 

Participated  in  by 

44  professors  in  professional  schools  for  the  training  of 
teachers  and  116  students  in  these  institutions  most  of 
whom  had  had  experience  in  rural  school  teaching,  395 
superintendents  of  schools  and  other  school  men  and 
women,  and  9000  teachers  who  supplied  information 
to  the  commission 


JANUARY,:  19;H      , 


COLUMBUS,  OHIO: 

THE  F.  J.  HEER  PRINTING  Co 

1914. 


TABLE  OF  CONTENTS 


Legislative  Act  Authorizing  the   School   Survey., 

Survey   Day   Proclamation 

Letter   of    Transmittal 

Introduction  ,y 

Method  and  scope  of  survey  —  Viewpoint, 


CHAPTER  PAGE 

*• 

I     Administration  of  the  Office  of  the  Stat'e  Superintendent  of  Public 

Instruction  2-30 

Method  and  scope  of   investigation 3 

Advance  steps  taken  during  the  past  2  years 3 

Improvements  effected  through  cooperation  between  the  state  De- 
partment of  Public  Instruction  and  the  Ohio  State  School 

Survey    Commission    

Agricultural  supervision 5 

Present  system  —  Amount  and  character  of  field  work  —  Field 

reports  —  Constructive   suggestions    

High  and  elementary  school  inspection 10 

State  inspection  of  schools — High  school  inspection  by  the 
Ohio  State  University — What  superintendents  say  of  high 
school  inspection  by  state  inspectors  and  university  visit- 
ors— Constructive  suggestions  

Statistics  published  by  the  State  Department  of  Public  Instruction  22 

Method  of  collecting  the  material — Method  of  presenting  the 
material — Time  of  publication — Value  and  reliability  of  the 
statistics  published  in  the  annual  report  to  the  Governor — 

Constructive  suggestions   

Methods  of  filing  and  recording 26 

Present  system — Study  of  correspondence  of  State  Department 

of  Public  Instruction — Constructive  suggestions...... 

Method  of  financial  accounting 29 

General  criticism 29 

Constructive  suggestions   30 

II     School   Supervision   31-45 

Amount  of  supervision 31 

Experimentation  and  initiative  among  superintendents  in  Ohio...  33 

Efficiency  devices  in  supervision,  administration  and  instruction — 

Educational  experiment  and  investigation 

Comparison    of    schools    having    supervision    with    unsupervised 

,  schools 36 

(v) 


VI  TABLE    OF    CONTENTS 

CHAPTER  PAGE 

Constructive  suggestions   39 

The  inadequacy  of  either  unmodified  county  supervision  or  un- 
modified township  supervision — A  suggested  plan  of  com- 
bined county  and  district  (union  township)   supervision... 
Cost  of  supervision 43 

ill     Certification  of  Teachers 46-54 

The  present  system ' <. 4G 

Distribution  of  the  various  grades  of  certificates 47 

Constructive  suggestions   51 

IV    The  Academic  Training  of  Teachers  now  in  Service 54-59 

Present  conditions  54 

Constructive  suggestions   58 

V    Teaching  Experience  and  Tenure  of   Office  of  Teachers  now   in 

Service 60-62 

Constructive  suggestions   62 

VI     Professional  Training  of  Teachers 63-105 

Professional  training  of  527  teachers  in  schools  actually  surveyed 

and  of  8286  teachers  enrolled  in  teachers'  institutes  in  1913  63 

College  of  Education  of  Ohio  State  University 65 

Scope  of  survey — Organization — Classroom  instruction — Source 
•and  destination  of  students — Physical  condition — Construc- 
tive suggestions  '. 

Ohio  State  Normal  College  of  Ohio  University 71 

Nature  and  extent  of  survey — Organization — Classroom  in- 
struction— Source  and  destination  of  students — Positions 
filled  by  graduates  of  the  college — Summary — Constructive 

suggestions    

Ohio  State  Normal  College  of   Miami   University 79 

Scope  and  method  of  survey — Organization — Source  and  des- 
tination of  students — Positions  filled  by  graduates  of  the 

college — Summary — Constructive  suggestions   

State  Normal   Schools  of  Kent   and   Bowling  Green 86 

Constructive    suggestions 

Present  differentiation  of  function  performed  and  services  ren- 
dered by  the  3  state  aided  institutions  in  full  operation  be- 
fore September,  1913 87 

The  Normal  College  of  Ohio  University  and  the  College  of  Educa- 
cation  of  Ohio  State  University — The  two  year  courses  of 
the  State  Normal  College  of  Ohio  University  at  Athens  and 
the  State  Normal  College  of  Miami  University  at  Oxford 

— Summary 

Control  and  financial  management  of  state  instiution  for  the  train- 
ing of  teachers 88 

Present  conditions — Coordination  of  the  state  aided  institutions 

Summer  schools  for  teachers 91 

Character  of  classroom  instruction  in  summer  schools  con- 
nected with  3  state  aided  and  4  private  institutions 


TABLE    OF    CONTENTS  Vll 

CHAPTER  PAGE 

Teachers'  institutes   95 

Cost  of  county  teachers'  institutes — Nature  of  instruction 
given  in  teachers'  institutes — Attentiveness  of  teachers — 
Methods  of  securing  attendance — General  conclusions — 

Constructive  suggestions    

Present  means  of  educating  rural  teachers 101 

Summary 102 

Constructive  suggestions   103 

VII     Classroom  Instruction    10(3-150 

Interior  views   * 106 

General  conditions  affecting  classroom  instruction 121 

Summary  of  observations  of  complete  exercises  seen  in  field  survey  126 

Teaching  of  reading 128 

Teaching  of  English 129 

Teaching  of  handwriting 134 

Teaching  of   arithmetic 140 

Teaching  of  geography ." 146 

Teaching  of  history 148 

Teaching  of  physiology  and  hygiene 149 

Teaching  of  manual  training,  domestic  science  and  agriculture 150 

Is  a  rural  school  like  this  too  good  to  be  true? 155 

Constructive  suggestions   150 

VIII     Classroom  and  General  Equipment  of  Elementary  Schools 157-168 

General    equipment — Seating — Decorations — Thermometers — Black- 
boards— Teachers'    (desks — Sand    tables — Slates — Individual 

pencils — Maps — Books    

Constructive  suggestions   169 

IX     The  Physical  Plant 170-191 

Grounds 170 

Area — Play  apparatus  

Buildings 174 

Age — Cloakrooms — Closets  for  apparatus — Entries — Lighting  of 
buildings — Heating  of  buildings — Ventilation  of  buildings 

—Toilets  

Care  of  physical  plant 184 

General  summary — Care  of  grounds — Care  of  buildings 

Constructive  suggestions   191 

X     Care  of  Health  of  Pupils 192-201 

Conditions  found  in  field  survey 192 

A  comparison  of  the  results  of  expert  and  inexpert  physical  ex- 

•aminatiori  of  children 194 

Explanation   of   the   table — Eyes — Tonsils — Malnutrition — Glands — 
Nasal     obstruction  —  Hearing  —  Heart  —  Pulmonary  —  Thy- 
roid  gland — Orthopedic — Mentality — Nervous    conditions — 
Summary — General  conclusions — Recommendations   


Vlll  TABLE    OF    CONTENTS 

CHAPTER  PAGE 

XI     Records,  Reports  and  Statistics 202 

Conditions  found  in  field  survey 202 

Supervision   and   visiting    203 

Enrollment    and    attendance 203 

Constructive  suggestions  204 

XII     Slow   Progress,  Overage,   Non-Promotion  and  "Dropping  out"   in 

the  .Elementary  schools 205-209 

Study  of  grade  VIII  pupils   in   the  various  kinds  of   elementary 

schools   205 

Studies  of  schools  in  Cincinnati,  Columbus  and  Dayton 206 

Summary , 209 

XIII  Special    Studies  of  Township,  Village  and  Special  District  High 

Schools    210-212 

XIV  Living  Conditions  of  Teacher 213-214 

XV    Outside  Cooperation  with  Rural  Schools 215-258 

Why  outside  cooperation  with  rural  schools  was  studied 215 

How  women's  organizations  help  rural  schools 216 

Farm  Women's  Clubs — Ohio  Federation  of  Women's  Clubs — 
Mothers'  Clubs — Daughters  of  the  American  Revolution — 
Association  of  Collegiate  Alumnae — Suggestions  for  in- 
creasing club  cooperation  215-258 

How  the  State  Grange  is  helping  schools 223 

Suggestions  for  increasing  grange  cooperation 

How  county  fair  boards  stimulate  school  improvement 225 

How  business  men's  organizations  help  rural  schools 226 

Suggestions  for  increasing  business  men's  interest 

How  labor  unions  help  schools 

What  physicians  and  dentists  can  do  for  schools 231 

Suggestions  for  increasing  professional  interest 

How  needy  children  are  helped  to  stay  in  school :          232 

Suggestions  for  securing  data  about  relief  of  needy  children.. 

Lebanon  Trust's  county-wide  work  for  schools 235 

What  state  branches  of  national  bodies  are  doing 236 

Young  Men's  Christian  Association — Young  Women's  Christian    . 
Association — Camp  Fire  Girls — Child  Labor  Committee — 
Playground   and   Recreation   Association — Society   for  the 

Prevention  of  Tuberculosis 

How  teachers'  associations  help  schools 239 

Ohio  Teachers'  Association — Ohio  School  Improvement  Fed- 
eration— Ohio  Teachers'  Reading  Circle — Ohio  Pupils' 

Reading  Circle 

What  public  libraries  do  for  schools 241 

What  one  library  does — 150  public  libraries — Van  Wert  County 
Library — State  Library — Ohio  Library  Association — Sug- 
gestions for  measuring  library  cooperation 


TABLE   OF    CONTENTS  IX 

CHAPTER  PAGE 

Outside    agencies    helping    to    teach    farm    improvement    through 

schools   248 

State  Agricultural  Commission — Ohio  State  University  Agri- 
cultural Extension  Division — United  States  Agricultural 

Experiment  Station  

How  other  state  departments  help  schools 253 

Board  of  Health — Suggestions  for  increasing  Health  Board  co- 
operation— Highway  Department — Industrial   Commission. 
How  a  division  of  cooperation  in  proposed  Bureau  of  Efficiency  and 
Economy  would  stimulate  and  use  outside  cooperation  with 
rural  schools 256 

XVI     General  Community  Conditions 259-260 

Community  life  259 

Wider  use  of  school  plant r - 260 

XVII     Local  Administration  of  School  Law  in  Ohio 261-268 

Compulsory  attendance  law 261 

Constructive  suggestions 

The  law  section  7777  dealing  with  aid  to  indigent  pupils 264 

The  law  requiring  payment  of  teachers  for  janitor  service 265 

The  law  requiring  payment  of  teachers  for  institute  attendance... .  265 
The  law  requiring  at  least  eight  months  school  per  year  in  every 

school  district  in  the  state 266 

An  extreme  case 267 

Constructive  suggestions   267 

XVIII     The   Special  and  Village   Districts   compared   with  the   Township 

Districts  from  which  they  are  cut 269-272 

Salaries    26* 

Elementary  school  attendance  and  enrollment 270 

Enumeration   % 271 

Amounts  paid  for  supervision 271 

Tax  levy  for  school  purposes 271 

Formation  of  special  districts 271 

Constructive  suggestions   272 

XIX     Rural  Boards  of  Education 273-288 

Personnel  of  rural  boards 273 

Procedure  followed  by  school  clerks  and  treasurers  in  accounting 

for   school   funds 274 

Present  system  of  accounting — Annual  financial  statements  of 
county  auditors  to  the  State  Commissioner  of  Common 
Schools — School  boards  shelving  of  responsibility — Care- 
lessness of  presidents  of  school  boards  in  controlling  dis- 
bursement of  school  funds — Unlimited  power  of  clerks  of 
school  boards  in  the  disbursement  of  school  funds — Treas- 
urers, expensive  luxuries — School  lands  (section  sixteen)  — 
Forms  and  records  for  school  accounting — Conclusions — 
How  conditions  may  be  bettered • 


X  TABLE   OF    CONTENTS 

CHAPTER  PAGE 

XX     Consolidation  and  Centralization  of  Schools 289-291 

Past  progress  in  consolidation  and  centralization 289 

Need  of  further  centralization  and  consolidation 289 

Possibility  of  future  progress  in  centralization  and  consolidation..  290 

Constructive  suggestions   291 

XXI     State  Aid  to  Common  Schools 292-293 

XXII    Standardization  of  Schools  rather  than  of  Pupils  and  Students 294-297 

'Constructive  suggestions   294 

Resume 298-300 

Appendix  A     A  Partial  List  of  Those  Who  Cooperated  in  Making  the  Ohio 
State  School  Survey 

Appendix  B     Field    Forms    and    Questionnaires    used    in    the    Ohio    State 
School  Survey 


Law  Creating  the  Ohio  State 
School  Survey  Commission 


AN  ACT 

To  create  a  commission  to  conduct  a  survey  of  the  public 
schools,  normal  schools,  and  the  agricultural  schools 
of  the  state,  defining  its  powers,  and  providing  appro- 
priation therefor. 

Be  it  enacted  by  the  General  Assembly  of  the  State  of  Otyio : 

SECTION  i.  That  the  governor  be  and  is  hereby  authorized  to  ap- 
point a  commission  of  three  members  to  make  a  survey  of  the  public 
schools,  the  normal  schools,  and*the  agricultural  schools  of  the  state,  and 
the  state  administration  of  the  same,  to  determine  with  what  efficiency 
they  are  being  conducted,  and  to  report  to  the  governor  with  recommenda- 
tions. Such  report  shall  be  transmitted  by  the  governor  to  the  present 
General  Assembly  of  Ohio. 

SECTION  2.  No  member  of  such  commission  shall  be  compensated 
for  his  services,  but  each  member  shall  be  paid  his  necessary  traveling 
expenses  incurred  in  attending  meetings  or  in  performing  other  duties 
incidental  to  the  work  of  the  commission. 

SECTION  3.  Such  commission  may  employ  and  fix  the  compensation 
of  the  secretary  and  such  investigators  and  other  employees  as  may  be 
necessary  to  carry  out  the  purposes  of  the  commission. 

•  SECTION  4.  The  secretary,  investigators  and  other  employees,  in 
addition  to  the  compensation  herein  provided  for,  shall  be  paid  their 
necessary  traveling  expenses  and  the  other  expenses  necessarily  incurred 
in  the  performance  of  their  duties. 

SECTION  5.  The  expenses  incurred  by  such  commission  and  the 
compensation  and  expenses  of  its  secretary,  investigators  or  employees 
for  the  purposes  specified  herein,  shall  be  paid  from  the  state  treasury 
upon  the  warrant  of  the  auditor  of  state  when  the  vouchers  therefor 
have  been  duly  signed.  The  commission  shall  designate  one  of  its  mem- 
bers whose  duty  it  shall  be  to  sign  all  vouchers  for  accounts  allowed  by 
the  commission,  and  the  auditor  of  state  shall  honor  no  voucher  which 
is  not  signed  by  such  member. 

SECTION  6.  The  commission  shall  be  empowered  to  provide  suitable 
rooms,  necessary  office  furniture,  supplies,  stationery,  books,  periodicals, 
map  and  other  furnishings  and  equipment,  necessary  to  the  performance 
of  their  duties. 

SECTION  7.  The  commission  shall  have  free  access  to  all  public 
records  necessary  for  the  carrying  out  of  the  duties  herein  prescribed. 

(xi) 


Xll  AN    ACT 

Each  member  of  the  commission  shall  have  power  to  administer  oaths, 
certify  to  public  accounts,  issue  subpoenas,  compel  the  attendance  of 
witnesses  within  the  county  of  their  residence  and  the  production  of 
papers,  books,  accounts,  documents  and  other  evidence.  In  case  of  dis- 
obedience on  the  part  of  any  person  to  comply  with  any  order  of  the 
commission  or  of  any  member  thereof,  or  any  subpoena  issued  in  behalf 
of  such  commission,  or  on  the  refusal  of  any  witness  to  testify  concern- 
ing any  matters  regarding  which  he  may  be  lawfully  interrogated,  the 
presiding  officer  shall  make  complaint  thereof,  in  writing,  to  the  probate 
judge  of  the  county  in  which  such  witness  resides,  who  shall  issue  :i 
subpoena  for  the  appearance  of  such  person  forthwith  before  him  to 
give  testimony.  If  any  person  so  summoned  fails  to  appear,  or  appear- 
ing, refuses  to  testify,  he  shall  be  subject  to  like  proceedings  and  penalties 
for  contempt  as  witnesses  in  actions' pending  in  the  probate  court. 

SECTION  8.  There  is  hereby  appropriated  out  of  any  moneys  in  the 
state  treasury  to  the  credit  of  the  general  revenue  fund  not  otherwise 
appropriated,  not  to  exceed  the  sum  of  ten  thousand  dollars  for  the  pur- 
poses herein  specified. 

SECTION  9.  This  act  is  hereby  declared  to  be  an  emergency  act  and 
that  its  enactment  is  necessary  for  the  immediate  preservation  of  the 
public  health,  safety  and  welfare.  The  necessity  therefor  lies' in  the  fact 
that  the  public  health,  safety  and  welfare  requires  that  the  present  General 
Assembly  during  its  deliberation  upon  measures  relating  to  education 
shall  have  as  full  information  as  possible  on  all  these  matters. 

C.  L.  SWAIN, 
Speaker  of  the  House  of  Representatives. 

HUGH  L.  NICHOLS, 

President  of  the  Senate. 
•  Passed  February  26,  1913. 
Approved  March  11,  1913. 

JAMES  M.  COX,  Governor. 
Filed  in  the  office  of  Secretary  of  State  March  13,  1913. 


School  Survey  Day  Proclamation 

Letter  of  Transmittal 

Introduction 


SCHOOL  SURVEY  DAY  PROCLAMATION 


The  new  Constitution  provides  that  "provision  shall  be  made  by  law 
for  the  organization,  administration  and  control  of  the  public  school 
system  of  the  State  supported  by  public  funds",  etc.  In  my  message  to 
the  General  Assembly  at  its  first  session  following  the  adoption  of  the 
new  Constitution,  the  suggestion  was  made  that  a  survey  precede  legis- 
lative enactment  on  the  subject.  -The  opinion  was  expressed  that  there 
were  disorder  and  incongruity  in  our  present  archaic  school  structure, 
and  that  it  would  be  useless  to  attempt  to  make  laws  intelligently  and 
efficiently  without  first  having  the  most  comprehensive  appreciation  of 
the  conditions  existent. 

The  Legislature  acted  promptly  and  effectively,  and  a  Commission 
consisting  of  W.  L.  Allendorf,  of  Erie  County,  M.  Edith  Campbell,  of 
Hamilton  County  and  Oliver  J.  Thatcher,  of  Clinton  County,  was  ap- 
pointed to  undertake  the  work  of  survey.  Inasmuch  as  the  Municipal 
Research  Bureau  of  New  York,  directed  by  Wm.  H.  Allen  of  that  city, 
had  supervised  a  like  project  in  Wisconsin,  he  was  requested  to  send  to 
this  State  an  expert  in  this  sort  of  work.  He  did  so  in  the  person  of 
Horace  L.  Brittain,  who  has  rendered  the  most  painstaking,  scientific  and 
efficient  service,  without  cost  to  the  State. 

The  Commission  claimed  the  confidence  from  the  first  of  those  of 
our  citizens  who  devote  their  talents  in  considerable  degree  to  the  sub- 
ject of  education,  and  the  enthusiastic  cooperation  as  between  these  two 
forces  resulted  in  the  formation  of  a  corps  of  over  two  hundred  experts, 
many  of  whom  labored  without  compensation. 

The  survey  has  extended  into  every  county  in  the  State,  particular 
attention  having  been  given  to  the  common  schools  in  the  country  dis- 
tricts. This  policy  grew  out  of  the  apparent  need  of  a  thorough  awaken- 
ing in  the  rural  communities.  While  the  report  of  the  survey  has  not 
been  officially  submitted,  I  am  sufficiently  familiar  with  the  work  to  know 
that  conditions  within  the  State  are  woefully  lacking  in  the  modern 
elements  of  educational  and  community  life.  There  seems  no  question 
but  that  the  trend  from  the  country  to  the  cities  is  due  in  considerable 

b.  s.  s. 


XIV  SCHOOL    SURVEY    DAY    PROCLAMATION 

part  to  the  decline  of  the  rural  school  system.  Let  it  be  understood  that 
this  is  no  reflection  on  the  citizens  of  the  farm  communities.  The  normal 
evolutions  of  civilization  have  brought  social  changes  which  the  local 
county,  township  and  school  subdivisions  could  not  adjust  themselves  to 
under  the  statutory  and  constitutional  provisions  of  the  past. 

There  are  no  two  opinions  as  to  the  necessity  of  creating  in  the 
minds  of  our  people  a  thorough  awakening  on  the  subject  of  community 
life  and  a  modern  school  system.  There  is  a  common  conviction  also  that 
the  remedy  can  be  largely  worked  out  through  the  school  organization. 
I  am  so  impressed  with  the  opportunity  for  good  to  be  wrought  that  the 
power  and  influence  of  the  Executive  Department  of  our  Commonwealth 
is  invoked  for  the  purpose  of  inducing  our  citizens  to  lay  aside  for  one 
day  the  cares  and  activities  of  social,  business  and  professional  life,  re- 
flect on  the  dignity  and  importance  of  our  common  school  system  and 
analyze  the  conditions  revealed  by  the  survey  recently  made,  in  the  hope 
that  the  legislative  changes  to  be  made  can  voice  the  desire  of  every  com- 
munity, which  is  the  only  guarantee  that  correction  will  be  state-wide. 

It  it  therefore  suggested  that  Friday,  November  14,  1913,  be  ob- 
served by  every  school  district  in  Ohio  as  School  Survey  Day,  and  that 
teachers,  pupils,  parents  and  patrons  assemble  during  the  afternoon  and 
particularly  the  evening.  Speakers  will  be  supplied  and  literature  pre- 
pared, with  such  general  supervision  by  the  Superintendent  of  Public 
Instruction  and  the  School  Survey  Commission  that  conditions  through- 
out the  State  will  be  known  and  remedies  can  be  suggested.  Nothing 
can  be  more  wholesome  than  adding  to  this  an  historic  review  of  the 
origin  and  function  of  our  school  system. 

What  an  inspiration  will  be  given  the  whole  movement  when  the 
light  burns  in  every  school  house  in  Ohio  on  the  evening  of  November 
I4th.  What  a  spur  it  will  be  to  community  life  to  have  assembled  at 
the  same  hour  four  thousand  community  meetings  at  the  shrine  of  the 
local  school  house. 

It  is  further  suggested  that  an  Educational  Congress  be  held  in  Co- 
lumbus on  December  5th  and  6th,  1913,  and  that  the  community  meetings 
select  lay  delegates  to  the  Congress.  The  Teachers'  Institute  organiza- 
tions will  designate  delegates  from  the  teaching  forces  within  the  counties. 

We  ask  that  the  Mayors  of  municipalities  supplement  this  proclama- 
tion with  like  official  action,  and  that  the  fullest  measure  of  cooperation 
be  given  by  Boards  of  Education,  Teachers'  Institutes,  the  Grange, 
Women's  Clubs,  Mothers'  Clubs,  and  Labor  and  Civic  organizations. 

Let  it  be  a  day  of  genuine  awakening.  The  necessity  and  oppor- 
tunity of  the  hour  call  for  it. 


SCHOOL    SURVEY    DAY    PROCLAMATION  XV 

In  Testimony  Whereof,  I  have  hereunto  subscribed  my  name  and  caused 
the  Great  Seal  of  the  State  of  Ohio  to  be  affixed,  at  Columbus,  this 
twenty- fourth  day  of  October,  in  the  year  of  Our  Lord  one  thousand 
nine  hundred  and  thirteen. 

(Signed)  JAMES  M.  COX, 

Governor. 
By  the  Governor : 

CHAS.  H.  GRAVES, 

Secretary  of  State. 


LETTER  OF  TRANSMITTAL 


To  His  Excellency  HON.  JAMES  M.  Cox,  Governor  of  Ohio: 

The  Ohio  State  School  Survey  Commission  herewith  respectfully 
submits  for  your  consideration  the  report  of  its  work. 

The  commission  held  its  first  meeting  March  I2th,  1913,  at  the  Neil 
House,  Columbus,  Ohio,  and  secured  as  its  Secretary  and  Director  of 
Survey  Dr.  Horace  L.  Brittain  of  the  New  York  Training  School  for 
Public  Service*,  which  has  most  generously  paid  his  salary  during  the 
survey.  The  experience  which  Dr.  Brittain  had  had  in  the  school  survey 
of  Wisconsin  gave  him  peculiar  fitness  for  the  work  in  view  and  the 
commission  considers  itself  fortunate  in  having  had  his  services.  His 
tactfulness,  foresight,  thoroughness,  freedom  from  fads,  his  quick- 
insight  into  the  conditions,  his  sane  judgment,  his  untiring  efforts  and 
his  knowledge  of  the  best  that  exists  in  the  school  systems  of  other 
states,  have  made  possible  whatever  success  the  commission  has  achieved. 
We  wish  to  express  our  gratitude  to  him. 

The  survey  has  been  carried  on  in  a  thoroughly  cooperative  way. 
We  called  on  a  large  number  of  men  and  women  to  assist  us  in  one  way 
or  another  and  we  have  been  open  to  suggestions  from  every  quarter. 
We  have  invited  criticism  and  advice.  Consequently  our  report  is  not 
the  work  of  any  one  man  or  group  of  men;  but  is  rather  the  composite 
product  of  the  school  men  and  women  of  this  and  other  states  and  be- 
cause of  this  fact  we  venture  to  hope  that  it  will  be  found  sane  and 
practicable.  To  all  who  have  aided  us  in  any  way  we  express  our  thanks. 

Every  member  of  the  commission  has  to  the  best  of  his  ability  taken 
part  in  the  field  work  of  the  survey.  We  have  tried  to  learn  at  first 
hand  the  actual  conditions  and  to  understand  the  problems  that  con- 
front our  schools.  The  report  of  the  director  and  his  constructive  sug- 
gestions have  been  submitted  to  us  section  by  section  and  we  have  dis- 
cussed them  and  passed  on  them  before  they  were  given  to  the  public. 
On  every  point  we  have  reached  a  perfect  agreement  and  our  report  is 
in  the  fullest  sense  of  the  word  unanimous. 

The  prime  object  of  our  consideration  was  the  educational  welfare 
of  the  children  of  the  state  and  of  this  object  we  have  never  lost  sight. 
As  most  intimately  affecting  the  children*  we  regarded  the  teacher  and  the 
quality  of  the  classroom  instruction.  To  these,  all  other  matters  are 

*New  York  Bureau  of  .Municipal  Research. 

(xvii) 


XV111  LETTER    OF    TRANSMITTAL 

subsidiary.  We  have  tried  to  consider  everything  that  affects  the  chil- 
dren, the  teacher  and  the  teacher's  work.  This  statement  will  explain 
why  we  have  so  carefully  examined  into  the  physical  and  material  con- 
ditions of  our  schools  and  will  make  clear  our  attitude  toward  them. 
They  are  important  because  they  deeply  affect  the  welfare  of  the  children 
and  the  efficiency  of  the  teacher.  It  may  be  said  that  we  have  dealt 
largely  with  externals.  If  that  is  true,  our  answer  is  that  it  is  chiefly 
concerning  externals  that  we  can  legislate.  The  spirit  which  should 
permeate  our  schools  is  greater  than  the  externals,  but  concerning  this 
spirit  we  can  make  no  laws.  It  must  come  from  the  people  of  the  state  — 
from  the  people,  enlightened,  intelligent,  interested  and  heartily  cooperat- 
ing with  all  the  agencies  at  their  hand.  These  agencies  we  have  sought  to 
improve  in  the  hope  that  from  the  people  of  the  state  will  come  forth  a 
new  spirit  that  shall  lift  our  schools  to  heights  of  excellence  never  before 
attained  and  of  which  we  have  scarcely  yet  begun  to  dream. 

We  have  tried  to  make  a  matter  of  fact  statement  of  the  results  of 
our  field  work.  Our  motto  has  been,  "Nothing  extenuate,  nor  set  down 
aught  in  malice".  We  have  taken  no  pleasure  in  laying  bare  deplorable 
conditions.  We  believe  that  the  simple  statement  of  these  conditions 
will  do  much  to  bring  about  the  reforms  which  we  urge.  We  have  also 
found  much  to  commend  —  good  teachers,  good  conditions  and  a  good 
spirit.  On  these  we  must  build.  It  has  not  been  our  aim  to  set  up  the 
highest  standards  conceivable  but  rather  to  fix  a  minimum  below  which 
no  school  shall  fall,  for  if  the  people  are  thoroughly  awakened  to  their 
duties  to  the  schools  we  may  safely  leave  to  them  the  creation  and 
realization  of  the  higher  standards  to  which  we  cannot  immediately  attain. 

We  hail  with  joy  the  evidence  that  this  new  spirit  is  beginning  to 
manifest  itself.  The  work  of  the  commission,  the  School  Survey  Day 
and  the  educational  congress  have  already  done  much  to  awaken  an 
interest  that  has  slumbered  too  long.  We  have  received  many  letters 
from  persons  in  every  walk  of  life  saying  that  they  will  do  all  in  their 
power « to  advance  the  cause  of  education  and  asking  for  help  and 
guidance.  We  believe  that  the  time  is  ripe,  the  moment  propitious,  for 
wise,  comprehensive  legislation  which  will  give  a  legal  basis  for  the 
needed  reforms  and  at  the  same  time  indicate  the  lines  along  which  we 
may  expect  growth  and  improvement. 

The  commission  unanimously  recommends  the  creation  of  some 
special,  temporary  agency  to  assist  in  following  up  the  proposed  legisla- 
tion and  to  study  two  most  important  matters  which  the  commission 
has  not  been  able  to  investigate  with  sufficient  thoroughness  to  be  able 
to  make'  definite  suggestions.  .  These  are  vocational  education  and  a 
system  of  pensions  for  teachers. 


LETTER    OF    TRANSMITTAL  xix 

In  conclusion,  we  wish  to  thank  your  Excellency  for  the  unfailing 
support  and  encouragement  you  have  given  us  in  our  work.  It  must  be 
left  to  the  coming  years  to  reveal  and  measure  the  beneficence  of  your 
action  in  promoting  this  survey. 

Respectfully  submitted, 

M.  EDITH  CAMPBELL, 
WILLIAM  L.  ALLENDORF, 
OLIVER  J.  THATCHER,  Chairman, 

Commissioners 


INTRODUCTION 


Method  and  scope  of  survey 

People  do  not  permanently  differ  about  facts  which  are  open  to  the 
scrutiny  of  all.  Differences  as  to  fact  disappear  when  men  look 
at  the  same  thing,  from  the  same  angle,  at  the  same  time.  People 
differ  permanently  about  theories  and  opinions  which  have  not 
been,  or  cannot  be,  submitted  to  the  touchstone  of  fact.  The 
commission  is  convinced  that  if  a  general  agreement  can  first  be 
reached  as  to  basic,  significant  facts,  agreement  as  to  proper  edu- 
cational policies  cannot  be  far  off.  As  a  basis  for  a  policy,  3  facts 
upon  which  all  agree  are  more  valuable  than  100  facts  —  vouched 
for  by  experts,  be  they  never  so  expert  —  which  do  not  receive 
general  assent 

Such  considerations  made  it  imperative  that  the  survey  be  cooperative 
throughout.  This  it  has  been  from  the  beginning.  Five  deans  or 
presidents  of  state  institutions  for  the  training  of  teachers,  5  deans 
or  presidents  of  similar  private  institutions,  35  professors  in  state 
aided  and  private  institutions,  116  students  of  education  the  majority 
of  whom  had  had  experience  in  rural  school  teaching  (from  i  to  15 
years),  the  state  Superintendent  of  Public  Instruction,  the  state  high 
school  and  agricultural  inspectors,  3  members  of  the  legislature,  the 
members  of  the  commission  in  addition  to  the  director  of  survey  and 
4  others  have  participated  in  the  field  work 

9,000  teachers  who  attended  teachers'  institutes  in  1913  supplied  informa- 
tion as  to  themselves  and  their  schools  covering  such  topics  as  train- 
ing, experience,  administration  of  school  law,  sanitation  of  school 
buildings 

88  county  auditors  supplied  information  as  to  the  number  of  small  schools, 
the  length  of  school  terms,  etc. 

401  superintendents  of  township,  special  district,  village  and  city  dis- 
tricts supplied  information  or  sent  suggestions 

225  school  men,  superintendents,  normal  college  deans  and  normal  school 
presidents  participated  in  conference  and  round  table  discussion  in 
which  the  "constructive  suggestions  of  the  commission  were  submitted 
to  close  criticism 

(xxi) 


XX11  INTRODUCTION 

Hundreds  of  letters  containing  suggestions  and  information  were  received 
from  residents  of  city  and  rural  districts 

A  series  of  questionnaires  to  labor  unions,  chambers  of  commerce, 
women's  organizations  brought  hundreds  of  responses  as  to  the  nature 
and  amount  of  cooperation  of  private  organizations  with  the  public 
schools.  Chapter  XV  sets  forth  in  detail  the  marvelous  potentialities 
of  outside  cooperation  with  school  authorities 

Cooperative  studies  of  overage,  slow  and  rapid  progress,  dropping  out  of 
school,  were  made  in  Columbus,  Dayton  and  Cincinnati ;  of  penman- 
ship and  composition  in  Delaware ;  of  health  conditions  in  a  typical 
rural  district 

The  cooperative  nature  of  the  survey  made  it  possible 

To  get  an  account  of  conditions  from  all  parts  of  the  state,  thus 
providing  a  state  wide  fact  basis 

To  utilize  all  of  the  immense  fund  of  knowledge  and  experience 
already  in  existence  bearing  directly  on  the  needs  of  Ohio 
schools 

To  get  a  comprehensive  view  of  all  shades  of  opinions  from  all 
kinds  of  men  in  all  sections 

To  provide  a  new  and  fruitful  way  in  which  a  large  number  of 
experienced  school  men  and  women  and  a  smaller  number  of 
non-professional  men  and  women  might  give  practical  expres- 
sion to  their  interest  in  public  schools  thus  deepening  that  in- 
terest, attaining  a  more  intimate  view  of  actual  conditions  than 
was  otherwise  possible  for  many  of  the  workers 

By  having  a  large  number  of  people  gather  the  same  facts  in  the 
same  way,  to  establish  in  widely  separated  parts  of  the  state 
groups  of  people  who  should  know  from  first  hand  knowledge 
just  how  the  survey  was  conducted,  and  who  from  having 
passed  through  a  common  experience  and  made  therefore  similar 
inductions  would  find  it  more  easy  to  combine  on  a  construc- 
tive program 

All  the  facts  and  descriptive  material  of  the  report,  except  that 
dealing  with  the  training  of  teachers,  were  collected  by  citizens  of 
Ohio.  Undesirable  conditions  have  been  described  solely  for  the 
purpose  of  making  clear  the  need  of  improvement,  and  in  every 
such  case  a  constructive  suggestion  as  to  corrective  measures  has 
been  offered.  Desirable  conditions  in  any  community  have  been 
described  in  order  to  indicate  what  is  possible  for  every  com- 
munity, and  general  good  conditions  have  been  indicated  as  the 
foundation  upon  which  all  improvements  must  be  based.  The  re- 


INTRODUCTION  XX111 

lations  betwen  facts  have  been  traced,  so  that  the  truth  may  be 
apparent  to  all,  in  the  belief  that  a  statement  of  the  truth  will  ulti- 
mately bring  about  the  correct  solution  for  every  problem 

As  a  control  on  the  figures  from  the  whole  state,  91  rural  schools 
were  surveyed  in  a  central  county  rather  above  the  average  in 
material  resources.  The  tabulation  of  returns  from  this  county 
correspond  remarkably  well  with  the  state  wide  results.  The  close 
correspondence  between  the  figures  on  the  certification  and  training 
of  teachers  in  service  in  rural  schools  obtained  (i)  by  actual  visita- 
tion, and  (2)  from  information  furnished  by  teachers  who  attended 
teachers'  institutes  in  1913,  supplies  another  indication  of  the  repre- 
sentative character  of  the  schools  chosen,  particularly  the  township 
schools 

For  every  statement  of  fact  made  in  this  report  there  is  a  supporting 
document  in  the  files.  These  files  have  been  open  at  all  times  to 
citizens  desirous  of  specific  information.  All  documents  and  work- 
ing papers  have  been  placed  in  the  custody  of  the  Secretary  of  State, 
and  are  open  to  public  examination  on  the  same  basis  as  all  other 
public  documents 

Field  work  was  carried  on  in  varying  amount  in  each  of  the  88 
counties.  592  township  elementary  schools,  17  centralized  and  con- 
solidated township  schools,  13  special  district  elementary  schools, 
13  village  elementary  schools  and  22  high  schools  were  surveyed,  at 
least  one  day  being  given  to  each  school  no  matter  how  small.  For 
purposes  of  tabulation  and  comparison  in  the  report  "Centralized" 
in  the  returns  from  the  field  includes  centralized  and  consolidated 
schools  and  "Special  District"  includes  only  one  room  schools  in 
special  districts 

With  the  exception  of  a  few  special  studies  city  schools  were  not 
surveyed.  A  recommendation  of  the  commission  if  carried  into 
effect,  will  provide  for  the  survey  of  many  village  and  city  schools 
during  the  next  few  years.  The  commission  felt  that  the  rural  and 
small  village  schools,  so  long  neglected  by  the  state  and  often 
unable  for  financial  reasons  to  maintain  schools  of  the  highest 
efficiency,  had  the  first  claim  upon  the  state.  The  commission 
clearly  recognized  that  the  welfare  of  the  rural  and  village  com- 
munities depends  largely  upon  efficient  schools,  that  the  welfare  of 
the  cities  depends  largely  upon  that  of  the  rural  districts  and  the 
villages,  that  the  rural  problem  is  a  city  problem,  the  city  problem 
a  rural  problem,  and  that  city  and  rural  problems  affect  vitally  the 
interests  of  the  state  as  a  whole 


XXIV  INTRODUCTION 

In  order  to  insure  that  all.  field  workers  should  see  as  many  as  possible 
of  the  essential  things  in  the  same  way,  6  forms  or  schedules  were 
drawn  up  for  the  survey  of  elementary  schools,  and  12  for  the  survey 
of  high  schools.  These  forms  were  submitted  to  the  close  scrutiny 
and  criticism  of  50  school  men  and  women  in  all  parts  of  the  country, 
— parts  as  widely  separated  as  Massachusetts  and  the  state  of  Wash- 
ington. Among  those  who  cooperated  in  the  work  of  sifting  the  items 
which  should  appear  on  the  cards  were  2  state  superintendents  of 
public  instruction,  2  deans  of  colleges  of  education,  2  editors-in-chief 
of  leading  educational  publications,  3  professors  in  normal  schools  and 
colleges  of  education,  2  city  superintendents  of  schools,  and  5  men 
whose  profession  is  survey  work.  In  all,  230  changes  suggested  by 
these  men  and  women  and  by  field  workers  were  made  in  the  original 
forms,  a  large  number  of  these  changes  being  additions.  Still  more 
would  have  been  made  if  limitations  of  time  and  space  had  permitted. 
The  forms  used  in  surveying  the  last  300  schools  are  the  result  of 
the  best  thought  of  some  100  people.  The  director  of  survey  was 
forced  to  ignore  many  suggestions  which  were  mutually  destructive 
and  to  eliminate  after  a  consideration  of  relative  values  many  other 
suggestions,  good  in  themselves,  which  would  have  made  the  forms 
too  top-heavy  and  too  complicated 

Wherever  possible  the  director  of  survey  called  a  conference  of  workers 
at  each  center  and  explained  the  field  forms  and  the  method  of  using 
them.  The  volunteers  at  each  center  were  formed  into  teams  of  4 
or  5  members  with  a  professor  at  the  head  of  each  team.  When  prac- 
ticable each  team  went  out  each  morning  in  the  same  conveyance 
dropping  the  workers  at  the  schools  in  the  morning  and  picking  them 
up  in  the  afternoon.  In  many  cases  conferences  were  held  at  the  end 
of  each  day's  work  around  the  hotel  table.  At  this  time  items  to 
which  answers  were  doubtful  were  filled  out  under  the  supervision  of 
the  group  director,  and  notes  were  written  up  on  all  points  deemed 
valuable  by  the  conference.  In  some  cases  the  field  workers  used  the 
trolley  lines  returning  to  the  home  center  at  the  end  of  each  day's  work 

From  time  to  time  the  director  of  survey  held  conferences  with  field 
workers  at  various  centers  for  the  purpose  of  getting  material  which 
could  not  be  entered  on  the  cards,  to  get  suggestions  as  to  future  lines 
of  inquiry  and  to  insure  that  the  workers  thoroughly  understood  the 
method  of  survey.  At  one  such  conference  81  pages  of  short  hand 
notes  were  taken  covering  experience  of  the  field  workers  which  could 
not  be  entered  on  the  cards 

In  all,  field  workers  spent  a  total  of  4,291  hours  in  actual  inspection  of 
school  grounds  and  apparatus  and  study  of  classroom  instruction,  and 


INTRODUCTION  XXV 

1,313  hours  in  conferences  with  school  patrons  and  in  writing  up  re 
ports.     On  the  average  8^4   hours  were  given  to  the  study  of  each 
school 

The  director  of  survey  spent  640  hours  in  conference,  193  in  corre- 
spondence, 227  in  addresses  and  travel  and  375  in  formulating  the 
report 

7,596  hours  were  given  to  tabulating  and  summarizing  the  field  material 
and  to  necessary  clerical  work.  Of  this,  543  hours  were  volunteer 
service 

The  subjects  covered  in  the  report  are  given  in  detail  in  the  table  of 
contents 

The  topics  were  determined  largely  by  the  urgency  of  the  needs,  limita- 
tions of  time  and  money  and  the  .provisions  of  the  law  authorizing  the 
survey 

For  obvious  reasons  names  of  individuals  and  places  have  been  con- 
sistently omitted  throughout  the  report,  except  where  acknowledgment 
is  made  of  direct  assistance  given  to  the  survey  and  in  chapter  XV, 
which  deals  with  outside  cooperation  with  the  public  schools 

That  it  was  possible  to  reduce  to  order  the  immense  mass  of  details  in 
the  field  data  in  time  to  report  to  the  Governor  before  the  special  ses- 
sion of  the  legislature  was  in  large  measure  due  to  the  office  manager, 
Miss  Edith  Rockwood  of  the  New  York  Training  School  for  Public 
Service 

Viewpoint 

The  survey  has  taken  it  for  granted  that  the  efficiency  of  a  school 
system  supported  by  the  state  must  be  measured  in  terms  of  serv- 
ice to  the  state.  The  question  asked  in  every  case  has  been,  "How 
does  this  school,  or  this  department,  or  this  institution  help  or 
hinder  the  fullest  development  of  the  community  life?" 

The  physical  plant  of  the  schools,  the  care  of  the  plant,  the  cooperation 
of  outside  agencies  with  the  school  authorities,  the  wider  use  of  the 
school  plant  for  community  purposes,  the  methods  of  reporting 
school  facts,  the  living  conditions  of  the  teacher,  the  part  taken  by  the 
teacher  in  the  life  of  the  community  where  she  teaches,  the  training 
and  personality  of  the  teacher,  the  personnel  and  business  methods  of 
boards  of  education,  the  character  of  classroom  instruction  have  all 
been  considered  from  the  standpoint  of  efficiency  of  service  to  the  com- 
munity and  the  state 

The  teaching  and  the  teacher  have  been  regarded  as  the  central  fac- 
tors in  educational  efficiency.  How  the  teacher's  personality  reacts 
upon  the  developing  personalities  of  the  pupils,  calling  forth  their 
latent  powers,  and  inspiring  them  to  high  accomplishments  and 


XXVI  INTRODUCTION 

worthy  living  have  been  matters  of  careful  observation  and  record. 
How  to  bring  every  young  teacher  into  contact  with  professional 
men  and  women  of  vision  and  enthusiasm,  light  and  leading,  so 
that  she  in  turn  may  pass  on  through  personal  touch  high  ideals 
of  social  service  and  personal  efficiency  to  every  community  in  the 
state,  is  a  question  to  which  the  commission  has  given  careful 
thought 

Selecting  one  of  the  minor  topics  of  the  inquiry,  one  might  ask  what 
difference  does  it  make  socially  whether  the  feather  duster  is  used  or 
not?  Much  every  way.  The  feather  duster  does  not  remove  dust;  it 
simply  disturbs  it  and  throws  it  into  the  air  to  be  breathed  in 
large  quantities  by  the  children,  thus  increasing  possibilities  of  infec- 
tion, disease  and  death.  A  school  without  a  feather  duster  and  with 
a  dustless  duster  may  be  made  by  the  teacher  an  object  lesson  to  every 
housewife  in  the  community.  Dust  causes  through  infection,  sore 
throat,  tonsilitis  and  other  throat  diseases.  More  children  lose  more 
days  from  school,  and  those  who  attend  regularly  are  not  in  the  best 
condition  for  work.  Thus  the  community  spends  more  money  for  doc- 
tors' bills  and  fails  to  get  full  return  for  the  money  invested  in  schools 
on  account  of  irregular  attendance.  Society  suffers  on  account  of  the 
waste  of  public  money,  the  lowered  vitality  of  its  future  members, 
while  the  moral  tone  of  the  community  is  lower  than  it  would  be  if  the 
school  set  a  good  example  in  the  way  of  punctuality  and  regularity  of 
attendance  and  of  working  always  at  the  top  notch  of  efficiency 

Of  what  value  is  information  concerning  the  organized  or  unorganized 
amusements  of  a  community?  It  is  coming  to  be  recognized  that  an 
excellent  index  of  a  man's  character  is  how  he  spends  his  leisure  time. 
It  is  still  more  true  of  a  community,  that  the  way  it  amuses  itself,  the 
way  it  amuses  its  children,  is  of  great  moral  significance.  Does  it 
make  any  difference  whether  the  teacher  lives  in  the  community  where 
she  teaches,  spends  the  week  ends  outside  of  the  district,  attends  social 
functions  in  the  community,  has  a  good  boarding  place,  has  a  private 
study  room,  is  paid  a  decent  wage?  Do  not  these  questions  have  a 
direct  bearing  on  the  possibility  of  the  teacher's  being  a  recognized 
leader  in  the  community? 

The  social  significance  of  the  efficient  training  of  teachers,  the  careful 
supervision  of  teachers,  the  thorough  equipment  of  school  buildings 
with  libraries  and  apparatus  is  obvious.  The  fundamental  standard 
therefore,  the  measure  of  efficiency,  is  the  amount  and  character  of  the 
social  service  rendered  by  individual  schools 

Further  than  this  —  while  throughout  the  report  indications  of  par- 
ticular standards  in  special  departments  are  frequently  made  —  it 


INTRODU(   I  ION 

has  been  the  aim  of  the  survey  to  so  state  the  facts  as  to  bring 
with  the  statement  a  clear  idea  of  the  desired  standard  and  its  ac- 
ceptance by  the  readers  —  without  an  explicit  statement  of  the 
standards  in  the  beginning.  Any  standard  which  is  planked  down 
cannot  have  the  same  force  or  general  appeal  as  a  standard  which 
has  been  arrived  at  by  a  process  of  induction  in  which  the  reader 
himself  has  taken  part.  The  investigators  have  felt  that  any  stan- 
dard which  cannot  be  made  intelligible  to  and  gain  the  assent  of 
the  patrons  of  the  public  schools  has  little  place  in  a  public  docu- 
ment and  should  so  far  as  possible  be  avoided.  Two  of  3  stand- 
ards upon  which  an  effective  majority  can  agree  are  more  valuable 
so  far  as  getting  things  done  is.concerned  than  100  standards  which 
may  become  the  subject  of  endless  discussion 

The  energies  of  those  employed  on  the  survey  therefore,  have  not 
been  directed  so  much  to  th*  formulation  of  standards  and  the  state- 
ment of  principles  as  the  discovery  and  presentation  of  significant 
facts  upon  which  all  can  agree  —  the  facts  which  will  logically  sug- 
gest standards  and  principles,  and  which  may  form  the  basis  for  a 
constructive  program 

The  commission  has  not  been  concerned  in  this  study  so  much  with 
the  standing  of  Ohio  in  comparison  with  other  states  as  with  her 
standing  in  relation  to  her  great  possibilities.  Wherever  actual  con- 
ditions were  found  which  fall  short  of  the  best  now  possible  for 
Ohio,  these  conditions  have  been  set  forth,  even  though  in  these 
respects  Ohio  stands  well  among  the  sisterhood  of  states.  The 
commission  has  inquired  not  only  "Is  this  good?"  but  "Might  this 
be  improved  and  how?" 

From  March  ist,  1913,  until  the  5th  of  December,  1913,  the  State  of  Ohio 
has  been  making  a  personally  conducted  survey  of  her  own  schools. 
Prior  to  November  I4th  the  work  was  largely  done  by  professional 
men  and  women  of  Ohio.  On  November  I4th  the  patrons  of  the  pub- 
lic schools  were  invited  to  gather  in  all  the  school  buildings  of  the  state 
to  conduct  experience  meetings,  to  make  surveys  of  local  school  needs 
and  resources 

Thousands  of  such  meetings  were  held  in  the  state  and  hundreds  of 
communities  decided  then  and  there  that  henceforth  school  buildings 
should  become  real  social  centers.  The  results  of  School  Survey  Day 
alone  are  worth  more  to  the  state,  as  an  example  of  what  use  can  be 
made  of  school  buildings,  than  all  the  money  expended  on  the  survey 

On  December  5th  and  6th,  2,500  people  including  about  2,000  lay  dele- 
gates selected  by  the  various  School  Survey  Day  meetings,  rcprescnta- 


XXV111  INTRODUCTION 

tives  from  the  county  organizations  of  teachers,  50  or  100  representa- 
tives of  women's  and  men's  organizations  which  cooperate  with  the 
public  schools  met  in  conference  at  Columbus  to  discuss  and  criticize 
the  tentative  constructive  program  of  the  survey  commission 

Such  rich  educational  by-products  have  fallen  to  the  institutions  who  took 
part  in  the  survey,  that  several  schools  have  voluntarily  decided  to 
continue  survey  work,  as  a  means  of  keeping  in  touch  with  their  com- 
munities and  of  giving  their  students  valuable  laboratory  experience 
in  the  application  of  efficiency  tests.  Chapter  VI  describes  a  method 
of  cooperative  surveying  by  which  the  state  may  be  guaranteed  a  con- 
tinuous survey  at  little  expense  and  the  state  aided  institutions  may 
greatly  increase  their  service  to  neighboring  communities 

Ohio  has  not  only  initiated  a  movement  which  will  finally  solve  the 
educational  problem  of  the  state,  but  has  also  proved  that  an  effec- 
tive cooperative  survey  can  be  made  at  a  cost  within  the  reach  of 
any  state 


Id 


fc 

8 

O 

to 

O 
ID 
Q. 


• 


ADMINISTRATION  OF  THE  OFFICE  OF  THE  STATE 
SUPERINTENDENT  OF  PUBLIC  INSTRUCTION 


Method  and  scope  of  investigation 

Like  other  parts  of  the  survey,  the  study  of  the  office  of  the  state 
Superintendent  of  Public  Instruction  was  essentially  cooperative. 
At  the  beginning  of  the  inquiry  Superintendent,  then  Commissioner, 
Miller  placed  all  the  data  in  his*  office  at  the  disposal  of  the  com- 
mission and  instructed  the  employes  of  his  office  to  obtain  for  the 
Commission  all  information  possible.  The  Superintendent  and  his 
whole  force  without  exception  have  cooperated  from  the  start,  not 
only  in  securing  facts  with  regard  to  the  activities  of  the  State 
Department  but  in  carrying  on  the  actual  field  work.  In  several 
instances  the  state  Superintendent  to  facilitate  prompt  and  general 
reply,  has  sent  out  over  his  own  name  requests  for  information 
desired  by  the  Commission.  A  notable  example  was  the  collection 
of  data  from  9,000  teachers  in  teachers'  institutes  by  the  inclusion 
of  items  on  the  regular  registration  card.  The  state  Superintendent  has 
statutory  control  over  these  institutes  to  all  of  which  he  sends  ac- 
credited representatives 

The  inquiry  into  the  administration  of  the  State  Department 
covered  the  following  topics :  advance  st'eps  taken  during  the  past 
2  years,  improvements  effected  since  the  beginning  of  the  survey 
through  cooperation  between  the  State  Department  of  Public 
Instruction  and  the  Ohio  State  School  Survey  Commission,  agricul- 
tural supervision,  high  and  elementary  school  inspection,  the  sta- 
tistics published  by  the  State  Department  of  Public  Instruction, 
methods  of  filing  and  recording,  a  study  of  the  official  correspondence 
of  the  State  Department  of  Public  Instruction  and  the  method'  of 
financial  accounting 

Advance  steps  taken  during  the  past  2  years 

In  1911  the  Cahill  bill  was  passed.  It  provides  for  the  teaching  of 
agriculture  in  village,  township  and  special  districts  and  for  the 
supervision  of  agricultural  teaching  by  4  state  supervisors  of  agri- 
cultural education 

(3) 


OHIO   STATE   SCHOOL    SURVEY    REPORT 

The  State  Commissioner  of  Common  Schools  in  order  to  aid  local 
authorities  in.  establishing  agricultural  instruction,  issued  to 
teachers  courses;  of  study  in  agriculture,  went  or  sent  supervisors 
to  '.very  county  institute  to  explain  the  purpose  and  intent  of  the 
Cahiil  law,  issued "numerous  bulletins  to  teachers  during  the  past 
year,  issued  a  pamphlet  entitled  "Fundamentals  in  Physics, 
Chemistry  and  Bacteriology  in  Agriculture,"  and  is  about  to  issue 
bulletins  on  school  gardening  and  home  gardening 

Since  the  beginning  of  the  term  of  the  present  Commissioner  the 
sample  text  books  required  by  law  to  be  kept  in  the  office  of  the 
state  Superintendent  of  Public  Instruction  have  been  tabulated 
and  arranged  so  that  any  desired  book  can  be  easily  located. 
During  the  work  of  tabulation  it  was  discovered  that  from  3,000 
to  4,000  volumes  were  missing.  By  correspondence  with  the 
publishers  the  files  were  made  complete.  All  books  are  now  kept 
under  lock  and  key 

All  books  and  pamphlets  have  been  carefully  catalogued 

The  State  Commissioner  for  the  first  time  in  this  state  has  issued 
a  suggestive  uniform  course  of  study  which  through  the  county 
auditors  has  been  widely  distributed  in  the  state 

During  the  first  few  months  of  his  incumbency,  the  present  state 
Superintendent  of  Public  Instruction  made  a  tour  incognito  of 
some  of  the  counties  in  the  state,  later  publishing  accounts  of 
what  he  had  seen,  illustrated  by  photographs.  As  a  result  in 
many  communities  school  house  floors  were  scrubbed,  fences  were 
rebuilt,  better  instructors  were  hired 

The  office  of  the  state  Superintendent  of  Public  Instruction  has 
assisted  in  the  centralization  movement  by  sending  representa- 
tives to  communities  where  the  matter  was  under  discussion,  and 
is  about  to  issue  a  pamphlet  on  centralization  and  another  on 
school  architecture 

Lists  of  books  and  apparatus  suitable  for  the  various  kinds  of 
schools  have  been  published 

A  limited  amount  of  modern  office  appliances  has. been  purchased 
from  the  contingent  fund 

In  fine,  there  has  been  a  steady  improvement  in  office  methods  and 
arrangements,  great  aid  has  been  given  to  the  movement  for 
centralization,  and  the  efficient  teaching  of  agriculture  has  been 
fostered  by  the  State  Department  of  Public  Instruction 


STATE   DEPARTMENT    OF    PUBLIC    INSTRUCTION  5 

Improvements  effected  through  cooperation  between 

the  State  Department  of  Public  Instruction  and 

the  Ohio  State  School  Survey  Commission 

A  new  high  school  inspection  form  has  been  drawn  up,  after  a  study 
of  the  best  forms  used  in  other  states 

A  new  form  has  been  drawn  up  on  which  superintendents  of  cities, 
villages  and  rural  districts  will  be  expected  to  report  in  detail  the 
educational  equipment  and  physical  condition  of  the  schools  and 
the  academic  and  professional  training  of  teachers  of  the  schools. 
This  form  has  been  sent  to  each  superintendent  in  the  state,  and 
as  replies  are  received,  they  aj*e  being  filed  for  reference  to  be 
used  by  the  high  school  inspectors  and  agricultural  supervisors. 
This  material  will  also  form  part  of  the  statistical  basis  of  the 
annual  report  of  the  state  Superintendent  of  Public  Instruction 

A  system  of  monthly  time  sheets  has  been  installed  in  the  office  of 
the  state  Superintendent  of  Public  Instruction  from  which  the 
superintendent  may  learn  at  any  time  the  amount  of  work  done 
by  any  employe  and  the  distribution  of  his  time  among  the  dif- 
ferent functions  for  which  he  is  held  responsible.  The  time  sheets 
will  be  a  matter  of  public  record  and  will  form  part  of  the  statis- 
tical basis  for  the  annual  report  of  the  Superintendent  of  Public 
Instruction 

Agricultural  supervision* 

A  state  law  provides  for  the  division  of  the  state  into  4  districts 
each  with  a  supervisor.  The  supervisors  are  appointed  by  the  state 
Superintendent  of  Public  Instruction  and  are  directly  responsible 
to  him.  vThe  supervisors  are  expected  to  visit  rural  and  village 
communities  and  school  districts  in  their  respective  sections  and  to 
aid  and  encourage  the  systematic  study  of  agriculture  and  related 
subjects.  They  are  required  to  inspect  the  teaching  of  agriculture 
in  the  schools  and  to  see  that  the  law  requiring  agricultural  instruc- 
tion is  observed.  They  are  required  to  report  on  each  visit  to  the 
state  Superintendent  of  Public  Instruction 

The  present  system 

The  work  is  distributed  among  the  4  supervisors  as  evenly  as  possible 
taking  into  consideration  the  nature  of  the  roads  and  the  facilities  for 
transportation  as  follows : 


*The  statistics  in  this  and  the  following  section  were  compiled  by  Thomas 
M.  Muir,  Youngstown,  and  Walter  W.  Grothaus,  New  Bremen 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


No.  of 

counties 

Northwest    24 

Northeast 25 

Southwest    21 

Southeast  ,  20 


No.  township  ele- 
mentary school  houses 
2,674 
2,626 
2,238 

2,686 


Amount  and  character  of  field  work 

It  is  impossible  to  give  an  accurate  statement  of  the  amount  of  field 
work  done  by  the  supervisors,  because  the  department  has  not  had 
in  use  monthly  time  reports  and,  further,  in  many  cases  super- 
visors have  neglected  to  make  the  required  reports  of  inspection. 
The  subjoined  table  filled  out  from  expense  reports  gives  an  idea 
of  the  variety  and  value  of  the  work  performed  by  the  supervisors 

FIELD   WORK   DONE   BY  'SUPERVISORS   OF   AGRICULTURE   DURING 
THE  SCHOOL  YEAR  1912-1913 

DISTRICTS 


Nature  of  Work 

First 

Second 

Third 

Fourth 

Total 

Farmers'   institutes   attended   and   ad- 
dressed      .  .       

18 

12 

23 

33 

86 

Teachers'     quarterly      meetings      and 
township  conferences    

10 

10 

121 

28 

169 

Teachers'  institutes    

15 

21 

20 

31 

87 

Addresses    before    men's    clubs    and 
women's  clubs                

5 

19 

24 

Addresses  before  commercial  clubs 

3 

3 

Mass  meetings  held  on  centralization, 
etc                                             

31 

31 

Meetings  with  boards  of  education  
Grange  meetings,  farmers'  club  meet- 
ings   etc 

10 
•  6 

12 

28 

49 
38 

99 
44 

Parents'  and  teachers'  meetings 

4 

37 

41 

Country  life  conferences 

4 

4 

Miscellaneous  meetings 

30 

15 

45 

Visits   to   summer    schools 

4 

25 

20 

49 

Attendance  and  addresses  at  farmers' 
and   school    picnics 

6 

5 

17 

28 

Visits  to  elementary  schools 

200 

275 

124 

183 

.782 

Talks  before  elementary  schools  

200 

275 

124 

178 

777 

Visits  to  high  schools  

100 

100 

54 

92 

346 

Talks  before  high  schools 

90 

92 

182 

Community  lectures 

12 

12 

Filled  pulpit  on  sabbath 

4 

4 

Commencement  addresses 

25 

6 

15 

45 

Visits  to  school   exhibits   and   county 

12 

107 

12 

131 

Corn  exhibits  and  agricultural  shows 

15 

11 

25 

41 

Assisted   in  organization   of   horticul- 
tural,   agricultural     and     rural    im- 
provement organizations 

123 

123 

STATE   DEPARTMENT    OF    PUBLIC    INSTRUCTION  7 

The  above  record  shows  that  the  agricultural  supervisors  have  worked 
hard  in  awakening  public  sentiment  in  favor  of  better  rural  schools, 
in  securing  conformity  with  the  law  making  the  teaching  of  agri- 
culture compulsory  in  rural  and  village  communities  and  in 
securing  cooperation  of  outside  agencies  with  the  schools 

Method  of  reporting  work  in  the  field  and  character  of  field  reports 

A  careful  analysis  was  made  of  the  1003  reports  of  the  4  agricultural 
supervisors  from  January  ist,  1913  to  June  3Oth,  1913.  Of  these  re- 
ports 258  were  from  the  northeast  district,  324  from  the  northwest 
district,  210  from  the  southwest  district,  and  211  from  the  southeast 
district 

The  analysis  of  these  1003  reports  showed  that 

i   Much  valuable  information  called  for  by  the  blanks  was  omitted, 

e.g. 

In  30  cases  reports  did  not  show  what  school  was  being  reported 

on 

In  45  cases  the  location  of  the  school  visited  was  not  given 
In  169  cases  the  kind  of  school  district  was  not  stated 
In  70  cases  the  grade  of  high  school  was  not  given 
In    104  cases  the   number  of  grades  in   the   school  visited  was 

omitted 
In  294  cases  the  number  or  subject  of  recitations  in  school  visited 

was  not  stated 

In  62  cases  the  number  of  pupils  in  the  school  visited  was  omitted 
In  223  cases  the  number  of  pupils  taking  agriculture  was  not 

given 

In  41  cases  the  general  preparation  of  teachers  was  not  stated 
In  212  cases  the  preparation  of  the  teacher  to  teach  agriculture 

was  not  stated 

In  33  cases  the  text-books  used  were  not  given 
In  30  cases  the  condition  of  the  grounds,  in  30  the  condition  ol  the 

buildings,  and  in   29  the  condition   of  the   furniture,  was   not 

stated 

In  108  cases  data  regarding  libraries  were  not  given 
In  133  cases  the  care  of  library  books  and  in  188  cases  the  general 

appearance  of  these  were  not  mentioned 
In  415  cases  where  data  were  omitted  it  was  impossible  to  tell 

whether  the  omission  was  due  to  the  carelessness  of  the  super- 
visors or  to  the  actual  absence  of  the  activities  specified 
In  280  cases  no  remarks  or  suggestions  were  given 


OHIO    STATE    SCHOOL    SURVEY    REPORT 

2  Much  valuable  information  was  so  poorly  written  as  to  be  illeg- 
ible, e.  g. 

The  name  of  the  township  was  illegible  in  28  cases,  and  of  the 

schools  in  75  cases 
Remarks  were  illegible  in  8  cases 
39  other  entries  were  illegible 

3  Owing  to  the  ambiguous  nature  of  the  wording  of  the  official 
form  and  failure  of  the  office  force  to  get  together  on  a  common 
interpretation,   data  was   so   irregularly  given  under   13   of  the   23 
topics  the  official   reports  lists,  that  tabulation  of  the  information 
given  was  impossible,  e.  g. 

Although  there  are  only  4  kinds  of  school  districts  in  Ohio  the  in- 
formation after  the  item  "Kind  of  district"  was  given  in  16  different 
ways 
After  "No.  of  grades  in  school"  entries  were  made  such  as  "All," 

"All  but  three"  (which  may  mean  n,  7,  9  or  5  grades) 
The  item  "No.  of  recitations"  was  variously  interpreted  to  mean 
the  number  of  recitations  per  teacher,  the  number  of  recitations 
in  agriculture  per  teacher,  the  number  of  recitations  per  day, 
the  number  of  recitations  per  week,  the  number  of  recitations 
in  the  high  school,  and  the  number  of  recitations  in  the  whole 
school 

After  "Preparation  of  teacher" — which  evidently  means  one 
teacher — general  statements  were  made  as  to  15  or  20  teachers, 
definite  statements  as  to  the  academic  training  of  one  teacher 
were  given,  or  such  terms  as  "Good,"  "Poor,"  "Well  prepared" 
were  used 

After  "Volumes  in  school  library"  such  entries  were  made  as 
"Yes,"  "Reference,"  "Enough,"  "Several  hundred" 

4  The  figures  in  many  cases  were  unreliable  on  their  face,  e.  g. 
Although  the  numbers  of  male  and  female  pupils  are  called  for,  in 

163  cases  the  total  only  was  given 
Out   of  258   reports   from   one   supervisor,   83    reports   give   the 

number  of  boys  as  exactly  equal  to  the  number  of  girls,  although 

such  coincidences  were  rare  in  reports  from  other  supervisors 
In  2  instances  the  total  number  of  pupils  was  reported  as  less  than 

the  number  of  pupils  in  the  7th  and  8th  grade  and  the  number  of 

pupils  studying  agriculture 


STATE   DEPARTMENT    OF    PUBLIC    INSTRUCTION  9 

The  use  made  of  the  reports  of  agricultural  supervisors 

These  reports  were  rarely  if  ever,  referred  to  in  the  routine  work  of 
the  office,  although  full  and  thorough  oral  reports  were  made  by 
the  supervisors  in  conference  with  the  Superintendent  of  Public 
Instruction 

These  reports  were  not,  and  could  not  be  used  to  check  up  the  work 
of  the  supervisors  or  to  determine  the  amount  and  character  of 
agricultural  instruction  throughout  the  state 

These  reports  are  practically  valueless  for  purposes  of  administration 
or  publicity  and  their  nature  shows  that  neither  the  supervisors 
nor  the  central  office  took  them  as  seriously  as  their  possible  value 
warranted 

Material  from  these  reports  was  not,  and  could  not  be  used  in  the 
annual  reports  of  the  State  Commissioner  of  Common  Schools 

That  the  reports  were  in  this  condition,  was  due  partly  to  the  following 
facts : 

1  The   important   question   after   the   passage   of   the   law   making 
agricultural  instruction  compulsory,  was  thought  to  be  "Is  the 
law  being  obeyed?"  not  "How  is  the  law  being  obeyed?" 

2  The  number  of  school  districts  to  be  visited  was  very  large  and 
the    number   of   supervisors    comparatively   very    small    for   this 
initial  work 

3  The  supervisors  were  compelled  by  the  nature  of  their  work  to* 
spend  a  large  part  of  their  time  in  conferences  with  boards  of 
education  and  in  addressing  public  meetings  of  school  patrons 

4  The  work  was  new  and  the  forms  used  rather  experimental 

Constructive  suggestions 

In  order  that  data  from  the  field  may  be  presented  in  such  a  form  as 
to  measure  the  efficiency  of  the  field  work  and  form  a  basis  for  ad- 
ministrative action,  the  following  suggestions  are  made: 

That  separate  forms  be  made  out  for  high  schools,  the  different 
kinds  of  elementary  schools,  conferences,  institutes,  public  meet- 
ings 

That  these  forms  call  for  all  significant  material  readily  obtainable 

That  the  headings  be  so  worded  as  to  make  more  than  one  interpre- 
tation impossible 


IO  OHIO    STATE    SCHOOL    SURVEY    REPORT 

That  the  supervisors  receive  full  and  uniform  instructions  as  to  the 
manner  and  time  of  reporting 

That  the  reports  from  the  schools  be  checked  up  with  monthly  time 
sheets,  so  as  to  insure  as  far  as  possible  that  all  schools  visited 
be  reported  on 

That  the  reports  be  tabulated  monthly  and  annually  by  the  statis- 
tician in  order  that  the  material  coming  in  from  the  field  may  be 
currently  available  to  the  state  Superintendent  of  Public  In- 
struction 

In  order  that  the  work  of  the  supervisors  of  agriculture  may  bring  in 
as  large  returns  as  possible  for  the  outlay  in  salaries  and  traveling 
expenses  the  following  suggestions  are  made : 

That  the  scope  of  the  work  required  of  the  supervisors  be  enlarged 
to  definitely  include  assisting  in  the  development  of  social  centers 
in  rural  school  buildings  and  in  fostering  the  wider  use  of  the 
school  plant 

That  the  supervisors  be  required  to  observe  and  report  upon  the 
teaching  of  ordinary  academic  branches  paying  particular  atten- 
tion to  the  correlation  of  these  subjects  with  the  everyday  expe- 
rience of  the  children  and  the  life  and  interests  of  the  community 

That  the  title  of  the  office  of  "Supervisor  of  Argriculture"  be 
changed  to  "Supervisor  of  Agricultural  Education  and  Rural 
Organization" 

High  and  elementary  school  inspection 

State  inspection  of  schools 

Legally  the  inspectors  of  the  state  department  are  not  high  school 
inspectors,  but  common  school  inspectors,  i.  e.,  they  are  inspectors 
of  both  elementary  and  high  schools.  In  practice,  high  school  in- 
spection requires  most  of  their  time.  In  fact,  on  October  I,  IQI3, 
many  high,  schools  had  not  been  inspected  by  the  state  department 
since  inspectors  were  first  appointed  in  1909.  A  great  deal  has 
been  done  by  the  inspectors  in  settling  local  difficulties  and  in  pro- 
moting centralization,  but  there  has  been  little  actual  inspection  of 
work  in  elementary  schools 

A  close  study  was  made  of  136  reports  sent  in  during  the  last  3  school 
years  on  100  high  schools  located  in  60  counties.  Fifty  schools  were 
selected  from  the  list  of  each  of  the  2  inspectors.  Of  the  100  schools, 
20  were  in  special  districts,  30  in  village  districts  and  50  in  township 
districts 


STATE   DEPARTMENT    OF    PUBLIC    INSTRUCTION  II 

Thirty-eight  schools  were  inspected  twice,  4  three  times,  and  58  only 
once  in  3  years 

One  inspector  had  reported  on  all  inspections  made.  The  other 
could  find  but  28  reports  out  of  107  which  should  have  been  made 
in  1913 

Much  material  called  for  in  the  reports  could  have  been  obtained 
more  readily  from  other  sources,  e.  g.,  the  data  on  tax  rate  were 
so  meagre  that  tabulation  was  impossible.  No  information  as  to 
grade  of  school  visited  was  given  in  4  cases 

Information  as  to  academic  training  of  superintendents,  principals 
and  teachers  was  very  incomplete ;  no  data  whatever  were  given 
with  regard  to  40  superintendents  and  30  principals 

In  addition  to  22  schools  for  which  all  reports  were  lacking,  reports 
from  6  schools  failed  to  give  the  certification  of  teachers 

The  reports  indicated  that  28  superintendents  and  21  principals  of  78 
schools  reported  on,  held  bachelor's  degrees 

The  reports  show  that  10  superintendents  and  13  principals  were 
teaching  on  one-year  certificates ;  7  superintendents  and  9  princi- 
pals on  two-year  certificates;  and  7  superintendents  and  7  princi- 
pals on  three-year  certificates 

Fifty-five  high  schools  reported  no  agricultural  apparatus,  23  no 
physical  apparatus,  and  67  no  chemical  apparatus 

In  83%  of  the  schools  the  total  laboratory  equipment  was  less  than 
$300  in  value 

Two  schools  reported  some  25-minute  periods  of  instruction ;  4, 
some  30-minute  periods;  3,  some  35-minute  periods,  and  28,  40 
minute  periods.  Eight  only  reported  45  and  5o-minute  periods 

In  their  school  libraries,  23  schools  had  no  reference  books;  31,  no 
biographies;  26,  no  histories;  28,  no  poetry;  51,  no  prose  classics; 
49,  no  agriculture,  and  60,  no  popular  science 

Sixteen  schools  had  less  than  100  volumes  in  their  libraries,  and  7 
had  over  600 

The  reporting  on  class  room  instruction  is  entirely  lacking  in  uni- 
formity, so  that  comparisons  from  year  to  year  are  impossible.  In 
addition  to  the  22  schools  from  which  there  were  no  reports,  no 
data  were  given  as  to  class  room  instruction  in  13  reports 

The  method  of  reporting  the  spirit  of  school  officers  is  not  uniform. 
Reports,  however,  were  favorable  in  49  cases  and  unfavorable  in  18. 


12  OHIO    STATE    SCHOOL    SURVEY    REPORT 

Following  are  examples  of  remarks  made  by  the  high   school  in- 
spectors regarding  school  officers : 

"Anxious  to  further  school  interests" 

"Not  satisfied  with  any  but  the  best" 

"Think  themselves  progressive,  but  are  stingy" 

"Not   much   interested.     Not   progressive" 

"Stand  pat" 

"Lacked  knowledge  of  duties" 

"Want  first  grade  but  object  to  expense" 

Needs  of  both  elementary  and  high  schools  were  reported  as  follows : 
Supplementary  readers  in  4  schools 
Laboratory  in  31   schools 
New  building  in   10  schools 
More  teachers  in   10  schools 
Libraries  in  31  schools  ' 
Laboratories  and  libraries  in  23  schools 
Better  teaching  in  5  schools 
Less  contention   in  3  schools 
More  money  in  i  school 
More  pupils  in  4  schools 
Miscellaneous  needs  in  n  schools 

Buildings  were  reported  as 
New  in  3  cases 

In  good  condition  in  28  cases 

In  fair  condition  in  14  cases  and  in  poor  condition  in  16  cases 
No  reports  were  given  in  39  cases 

The  accompanying  graph*  indicates  the  proportion  of  total  school  time 
in  each  week  given  to  the  various  subjects  by  the  100  schools  in- 
spected at  the  time  of  the  latest  visits  recorded 

The  following  facts  gathered  from  the  records  themselves  indicate 
the  degree  of  effectiveness  of  the  state  inspection  : 

Twelve  per  cent  of  the  schools  increased  the  length  of  the  school 

year  to  36  weeks 

Twenty  per  cent  of  the  schools  increased  their  teaching  force 
Five  per  cent  decreased  the  number  of  recitations  per  teacher 
Thirty-two  per  cent  increased  the  value  of  laboratory  equip- 
ment 

Twenty-six  per  cent  increased  the  value  of  library  equipment 
Five  per  cent  improved  the  character  of  class  room  instruction 


*The  charts  and  graphs  in  the  report  with  the  exception  of  2  were  drawn 
by  Miss  Josephine  A.  Meyer  of  the  New  York  Bureau  of  Municipal  Research 


STATE   DEPARTMENT    OF    PUBLIC    INSTRUCTION 


Five  per  cent  provided  better  physical  conditions 
Fifteen  per  cent  of  the  inspectors'  reports  recommended  revo- 
cation of  charters 

Thirty-one  per  cent  of  the  reports  recommended  granting  or 
raising  the  grade  of  charters 

Course  of  study 


5.1   1* 


O.  \   %  \      co 


•  '/// 

^\   *  /.«•«* 


v« 


^\  o. 


& 


rf 


Latin 


, 

Other? 


Geometry, 

/ 

/"  Algebra 


English 


jerman,  Reviews,  Commercial  Arithmetic, 
Chemistry,  Bookkeeping,  Zoology,  Biology, 
Geology,  Economics,  Psychology 

That  the  inspection  failed  of  the  highest  efficiency  is  indicated  by  the 
following  facts  taken   from   the   record: 

Only  8%  of  the  schools  affected  were  reported  as  having  made 

any  representations  to  the  state  department 
Five  per  cent  of  the  schools  decreased  their  teaching  force 


14  OHIO    STATE    SCHOOL    SURVEY    REPORT 

Five  per  cent  increased  the  number  of  recitations  per  teacher 

Fourteen  per  cent  showed  a  decreased  value  of  laboratory  equip- 
ment 

Eleven  per  cent  of  the  schools  had  no  laboratory  equipment  in 
any  year  when  inspections  were  made 

Fourteen  per  cent  showed  decrease  in  value  of  library 

Five  per  cent  had  no  library  in  any  year  of  inspection 
At  least  50%  of  the  schools  were  not  held  to  the  department's 
standard  of  laboratory  equipment 

A  very  large  part  of  the  failure  to  approximate  100%  efficiency  has  been 
due  to 

1  The  inadequacy  of  record  and  report  forms 

2  Carelessness   on   the   part   of   several   inspectors,   past  and   present, 
in  the  matter  of  reporting 

3  ~A  poor  filing  system 

4  The   failure  to  have   the   reports   analyzed   statistically   and   digests 
made  for  the  state  Superintendent  of  Public  Instruction.     The  field 
work  of  the  inspectors  has  been  faithfully  done,  but  more  systematic 
central  supervision  and  coordination  are  necessary 

There  nas  been  marked  improvement  along  the  following  lines  since 

September  1913: 

A  new  and  carefully  considered  form  of  report  for  superintendents 
and  high  school  principals  has  been  drawn  up.  The  majority  of 
schools  have  already  filled  out  and  sent  in  their  reports 

The  headings  of  this  form  are  so  worded  as  to  standardize  in- 
formation 

A  new  form  of  inspector's  report  has  been  drawn  up  which  pro- 
vides for  fuller  information  with  regard  to  salient  topics 

Reports  are  in  all  cases  being  filed  as  inspections  are  made.  All 
reports  are  full  and  complete  and  will  constitute,  after  a  year  or 
two.  a  very  valuable  series  of  records 

High  school  inspection  by  the  Ohio  State  University 

One  hundred  high  schools,  inspected  in   1912-1913,  were  selected  and 
the  reports  on  these  schools,  for  3  years  back,  were  analyzed 

Of  the  loo  schools  represented  in  the  analysis,  60  were  examined  only 
once  in  three  years,  32  twice,  and  8  three  times 

In  1013,  52  were  ranked  as  accredited,  40  as  recognized  and  8  as  un- 
classified 


STATE  DEPARTMENT  OF  PUBLIC  INSTRUCTION  15 

Eight  schools  were  promoted  from  the  recognized  to  the  accredited 
list  in  the  3  years,  one  was  promoted  from  the  unclassified  to  the 
accredited  list  and  one  was  dropped  from  the  recognized  to  the 
unclassified  list.  Ninety-seven  of  the  schools  were  first  grade  high 
schools  and  3,  second  grade,  on  the  list  of  the  state  department. 
This  indicates  that  only  52  of  the  97  first  grade  high  schools  were 
on  the  accredited  list  of  the  university 

Thirty-seven  of  the  first  grade  high  schools  were  recognized  and  8 
unclassified 

From  2%  to  4%  of  the  reports  omit  data  as  to  number  of  children  of 
school  age,  average  daily  attendance,  number  of  teachers,  number 
of  pupils  per  teacher,  etc. 

The  analysis  developed  the  following  facts : 

Reference  books  in  high  schools  were  often  so  old  as  to  affect 
seriously  their  value  for  school  purposes.  Sixteen  percent  of  the 
schools  reported  dictionaries  of  the  1904  edition  or  earlier 

No  additions  to  the  library  were  made  during  the  year  1912-1913 
in  15%  of  the  schools.  In  45%  of  the  schools  the  increased  value 
was  less  than  $80.  In  g%  the  increased  value  was  from  $200  to 
$500 

Twenty-two  per  cent  of  the  schools  visited  required  no  collateral 
reading 

School  buildings  were  reported  as  good  in  39  cases,  fair  in  17  cases 
and  poor  in  6.  In  23  cases  the  reports  so  tacked  uniformity  as 
to  render  tabulation  or  later  comparison  impossible 

Ten  per  .cent  of  the  school  buildings  were  erected  before  18/0, 
46%.  since  1900 

Men  formed  50%  of  the  teaching  force  of  the  100  high  schools  in- 
cluded in  the  study 

In  schools  which  contained  the  grades  also,  94%  of  the  teachers  in 
the  grades  were  women 

The  average  number  of  teachers  per  school  was  6  and  the  min- 
imum number  2 

Forty-seven  per  cent  of  the  schools  visited  showed  an  increase  in 
high  school  faculty,  while  only  5%  showed  a  decrease  in  faculty 

In  the  grades,  29%  showed  an  increase  in  faculty  and  24  a  decrease 
A  decrease  in  the  number  of  pupils  per  teacher  was  reported  in  40% 

of  the  schools  and  an  increase  in  60%  of  the  schools 
The  average  number  of  pupils  per  teacher  was  24,  the  maximum 

35  and  the  minimum  10 


l6  OHIO   STATE   SCHOOL   SURVEY   REPORT 

Out  of  118  reports  under  this  head 

30  minute  periods  were  reported  in  2  cases 

40  minute  periods  in  54  cases 

Between  40  and  45  minute  periods  in  17  cases 

45  minute  periods  in  43  cases 

60  minute  periods  in  2  cases 

Where  the  periods  were  less  than  40  minutes  the  subjects  were 
music  and  spelling  and  the  like 

Eighty-four  of  the  schools  reported  that  it  was  the  policy  of  the  board 
to  employ  only  college  graduates.  Nine  schools  reported  no  such 
policy 

Eleven  schools  whose  boards  say  that  they  make  it  a  policy  to  hire 
college  graduates  only,  had  more  non-graduates  than  graduates. 
Two  such  schools  had  no  college  graduates  in  the  faculty 

Where  there  were  grades  attached,  45  boards  tried  to  insist  on  at 
least  i  year  of  normal  training.  Thirty-four  boards  did  not  pursue 
this  policy 

Fifty-four  schools  reported  some  form  of  encouragement  given  by 
boards  of  education  to  teachers  willing  to  improve  themselves  by 
summer  study  or  travel.  In  40  schools  the  encouragement  was  of  a 
financial  nature 

Fifty-six  schools  reported  good,  24  ordinary,  n  no  cooperation  of  the 
school  authorities  with  public  libraries.  In  8  cases  the  school  and 
public  libraries  were  identical.  One  school  reported  no  library 

Forty-seven  per  cent  of  the  schools  showed  an  increase  in  school  libra- 
ries since  1912.  Twenty-eight  per  cent  showed  a  decrease 

Sixty-two  per  cent  of  the  schools  reported  that  the  books  are  classified, 
38%  that  they-  were  not  classified 

Fifty  schools  reported  no  general  study  room 

In  41  schools  classes  studied  in  regular  class  rooms.  Nine  schools  were 
not  reported  under  this  head 

Auditoriums  were  found  in  28  schools.  Fifty-three  schools  had  no  au- 
ditoriums. No  entries  under  this  head  were  made  for  29  schools 

Rest  rooms  were  reported  in  38  schools.  These  were  lacking  in  36 
schools.  The  facts  were  not  entered  for  26  schools 

Gymnasiums  were  reported  in  but  18  schools.  There  were  no  entries 
under  this  head  in  28  cases 


STATE   DEPARTMENT   OF   PUBLIC    INSTRUCTION  IJ 

Reference  to  sanitary  conditions  was  omitted  in  reports  of  6  schools 
Of  the  remainder,  76  schools  were  reported  as  in  good  condition, 
15  in  fair  condition  and  3  in  poor  condition 

Decorations  were  reported  as  entirely  absent  in  5  cases  and  as  worth 
less  than  $25  in  23  cases.  The  item  was  not  filled  out  in  n  cases. 
One  school  reported  the  value  of  decorations  as  $3,000.  The  aver- 
age value  was  $137  for  the  69  schools  for  which  full  reports  were 
made 

But  59  reports  give  data  as  to  condition  of  maps  and  charts  used 
in  the  teaching  of  literature,  history,  Latin  and  other  subjects 

In  6  schools,  maps  and  charts  were  reported  as  in  poor  condition 

Eighty-one  schools  were  reported  as  issuing  no  annual  reports.  This 
item  was  omitted  in  14  cases 

Forty-eight  schools  were  reported  as  publishing  no  manual  of  courses 
of  study.  Fifteen  schools  were  not  reported  on  this  head 

Of  the  total  value  of  all  laboratory  apparatus 

34.8%  was  physical 

20.4%  was  chemical 

11.4%  was  manual  training 

7-3%  was  commercial  practice 

5.0%  was  domestic  arts 

4.0%  was  botanical 

3.1%  was  zoological 

1.8%  was  agricultural  (many  of  the  schools  were  city  schools) 

22*.  o%  was  miscellaneous 

Nine  schools  were  reported  as  having  no  apparatus 

Of  the  40  schools  inspected  in  1912-1913  and  at  least  once  previously, 
27  had  increased  the  value  of  laboratory  apparatus  and  13  had 
allowed  it  to  decrease 

Reports  indicate  that  89%  of  the  superintendents,  84%  of  the  prin- 
cipals and  84%  of  the  teachers  had  completed  or  partially  com- 
pleted the  high  school  course 

Thirty-two  per  cent  of  the  superintendents,  32%  of  the  principals  and 
21%  of  the  teachers  had  had  some  normal  training 

Eighty-seven  per  cent  of  the  superintendents,  82%  of  the  principals, 
80%  of  the  teachers  had  had  complete  or  partial  college  training 

2    s.  s. 


1 8  OHIO   STATE   SCHOOL   SURVEY   REPORT 

Of  175  teachers  reported  on,  31%  had  taught  2  years  or  less  in  high 
school 

Thirty-nine  superintendents,  24  principals,  and  60  teachers  were  re- 
ported as  having  had  some  experience  in  other  callings.  These 
professions  and  occupations  included  in  addition  to  12  others,  farm- 
ing, orchestra  work,  salesmanship,  clerking  in  drugstore,  railway  work, 
bookkeeping,  unskilled  labor,  banking,  electrical  engineering,  law 

Of  285  teachers  reported  under  this  head,  230  teachers  are  reported 
as  giving  instruction  in  subjects  for  which  they  are  best  prepared 

Special  training  for  their  particular  work  was  reported  by  51  out  of 
82  superintendents,  47  out  of  83  principals  and  126  out  of  203 
teachers 

Out  of  82  superintendents  reporting,  44  pursued  some  definite  method 
of  securing  professional  growth.  Thirty-nine  principals  out  of  83,  and 
79  teachers  out  of  203  made  similar  reports 

Eighty-eight  per  cent  of  the  superintendents  are  reported  as  holding 
professional  certificates,  65%  of  the  principals  and  53%  of  the 
teachers.  Two  principals  do  not  report  high  school  certificates 

Of  118  teachers  reporting,  58  had  no  unoccupied  periods  which  might 
be  given  to  preparation 

Of  139  teachers  reporting,  102  were  occupied  for  from  30  to  40  periods 
per  week.  Ninety-four  heard  over  30,  and  4,  over  40,  recitations  per 
week 

Three  principals  taught  over  40  periods  per  week  and  36  between 
30  and  40  periods  per  week 

Out  of  75  superintendents  reporting,  10  gave  all  their  time  to  super- 
vision 

Of  79  superintendents  reporting,  55  received  less  than  $1,500  per 
annum,  8  received  more  than  $2,000 

Of  83  principals  reporting,  52  received  less  than  $1,000  per  annum, 
2  received  more  than  $2,000 

Out  of  181  teachers  reporting,  50  received  less  than  $600  per  annum 
and  131  less  than  $900.  Thirty-one  received  over  $1,000  per  annum. 
None  received  over  $1,500 

In  2  cases,  the  files  contained  one  letter,  and  in  one  case  2  letters, 
sent  to  school  officers  after  inspections,  the  total  number  of  in- 
spections being  152 


STATE   DEPARTMENT    OF    PUBLIC    INSTRUCTION  ig 

Letters  from  school  officers  were  filed  with  reports  in  18  cases.  In 
3  of  these,  2  letters  were  filed  from  the  same  board  of  education 

The  letters  were  mainly  of  a  routine  character  but  one  contained  a 
protest  against  the  judgment  of  the  inspectors 

Each  one  of  the  152  reports  contained  a  resume  of  conditions  found 
and  gave  reasons  for  the  recommendations  made 

All  reports  were  neatly  filed  in  an  orderly  manner.  For  the  most 
part  they  were  well  filled  out.  As  the  previous  pages  indicate 
there  were  some  omissions  and  some  lack  of  uniformity  in  the 
interpretation  of  items  called  for.  Omissions  were  at  least  in  part 
caused  by  reluctance  of  teachers  to  give  the  facts.  The  letter  below 
is  typical : 

"Dear  Sirs : 

Inclosed  find  report.  I  have  been  unable  to  secure  the  reports  from  the 
teachers.  They  seem  to  be  averse  to  submitting  them.  Only  one  of  the  grade 
teachers  has  had  normal  training. 

Very  truly  yours, 

Superintendent" 

What  superintendents  say  of  high  school  inspection  by  state 
inspectors  and  university  visitors 

A  questionnaire  was  sent  to  942  superintendents  whose  school  sys- 
tems contained  high  schools.  Replies' were  received  from  132  first 
grade  high  schools,  35  second  grade  high  schools  and  10  third 
grade  high  schools 

The  following  facts  were  brought  out  by  these  replies: 

Five  first  grade,  g  second  grade  and  4  third  grade  high  schools  had 
not  been  visited  since  1909  by  either  the  state  inspector  or  uni- 
versity visitors 

Ninety-six  inspections  had  been  made  by  the  university  since  1909 
and  106  by  the  state.  All  but  one  of  the  university  inspections 
had  been  of  first  grade  high  schools.  Twenty-eight  state  inspections 
were  of  second  and  third  grade  high  schools 

Since  1911,  33  half  day  visits  had  been  made  by  state  inspectors 
and  36  by  university  visitors.  Twenty-five  whole  day  visits  had 
been  made  by  state  inspectors  and  14  by  university  visitors.  Nine 
visits  of  more  than  a  clay  had  been  made  by  state  inspectors  and  26 
by  university  visitors 

Sixty-nine  schools  reported  no  changes  made  at  the  instance  of  state 
inspectors  and  114  none  at  the  instance  of  university  visitors 


2O  OHIO    STATE    SCHOOL    SURVEY    REPORT 

One  hundred  five  superintendents  reported  changes  good  in  their  judg- 
ment, made  at  the  instance  of  state  inspectors,  and  49  at  the  instance 
of  university  visitors 

Nine  superintendents  reported  changes  bad  in  their  judgment,  made 
at  the  instance  of  state  inspectors,  and  7  at  the  instance  of  uni- 
versity visitors.  In  most  cases  the  bad  changes  were  either  reduc- 
tion of  rank  or  the  enforcement  of  language  requirements 

Seventeen  reported  carrying  courses  only  because  forced  to  do  so  by 
the  state,  and  n  only  because  forced  to  do  so  by  the  university 

Twenty-two  superintendents  reported  that  courses  desirable  for  the 
communities  concerned  have  been  crowded  out  by  state  require- 
ments and  10  reported  courses  crowded  out  by  university  require- 
ments. In  most  cases  the  forced  inclusion  of  language  studies 
in  the  courses  of  study  was  said  to  be  responsible  for  the  crowding 
out  of  other  courses 

In  practically  every  case,  superintendents  spoke  well  of  both  uni- 
versity and  state  inspection 

General  conclusions 

Both  systems  of  inspection  have  done  much  to  raise  the  standards 
of  instruction  and  equipment 

Inspection  is  insufficient  in  amount  as  is  indicated  by  the  number 
of  schools  which  have  received  no  visits  since  1911  and  the  num- 
ber which  have  received  only  half  day  visits  or  less 

To  prevent  duplication,  the  university  has  largely  confined  itself 
to  first  grade  high  schools  in  large  communities,  while  the  state 
department  has  paid  particular  attention  to  other  schools 

While  prevention  of  duplication  is  good,  such  prevention  at  the 
expense  of  loss  of  contact  of  the  state  department  with  larger 
schools  and  of  the  university  with  smaller  schools  is  extremely 
undesirable.  In  addition  to  this  the  present  system  accentuates 
a  natural  divergence  in  standards  and  point  of  view  of  the  two 
departments.  It  is  desirable  that  the  visitors  of  the  state  uni- 
versity should  be  in  close  and  continuous  contact  with  the  edu- 
cational needs  of  all  sorts  of  communities,  and  that  the  state 
department  should  be  in  close  contact  with  the  performances  of 
schools  which  contribute  most  largely  to  the  student  body  in  the 
various  colleges  of  the  state 

The  State  Department  does  not  as  a  matter  of  routine,  send  dupli- 
cate records  to  the  Ohio  State  University  nor  to  any  other  state 


STATE   DEPARTMENT   OF    PUBLIC    INSTRUCTION  21 

aided  institution;  neither  does  the  Ohio  State  University  send 
duplicates  of  its  records  to  the  State  Department.  Casual  and 
rather  infrequent  conferences  cannot  make  up  for  this  immense 
loss  to  the  state,  due  to  lack  of  cooperation  and  unified  manage- 
ment 

Reports  indicate  that  some  smaller  communities  must  either  sac- 
rifice courses  essential  to  the  community  life  or  be  penalized  by 
being  refused  full  recognition  for  college  entrance.  Such  cases 
need  not  occur  and  standards  need  not  be  lowered,  if  state  aided 
institutions  provide  some  course  to  which  every  graduate  of  an 
efficient  four  year  high  school  may  be  admitted,  provided  he  has 
completed  the  required  number  of  correlated  units.  A  boy  or 
girl  "long"  on  mathematics  and  "short"  on  language,  as  a  result 
of  local  needs  and  conditions,  surely  could  be  provided  with 
some  course  in  some  department  which  he  could  fit  into  without 
lowering  one  iota  the  final  standard  of  college  graduation  even 
in  language 

Reports  of  high  school  inspectors  are  not  readily  and  automatically 
available  for  all  state  aided  institutions 

Constructive  suggestions 

In  order  that  as  many  points  of  view  as  possible  may  be  brought  to 
bear  on  high  school  inspection,  that  every  high  school  in  the  state 
may  be  effectively  inspected  at  least  once  every  2  years,  that  experi- 
ence gained  in  the  field  may  be  made  available  in  teachers'  training 
courses,  that  the  official  reports  on  all  inspections  may  be  made  easily 
available  to  all  state  aided  and  private  higher  institutions  of  learning, 
and  that  expensive  duplication  be  avoided,  the  following  recommenda- 
tions are  made : 

That  2  full  time  high  school  inspectors  not  connected  with  any  college 
or  university,  be  employed  in  the  office  of  the  state  Superintendent  of 
Public  Instruction 

That  2  mei\  shall  be  selecte'l  from  the  faculty  staff  of  the  Ohio  State 
University  College  of  Education  by  the  state  Superintendent  of 
Public  Instruction  each  of  whom  shall  give  one-half  of  his  time  to 
teaching  in  the  College  of  Education 

That  the  state  Superintendent  of  Public  Instruction  shall  select 
one  man  each  from  the  faculties  of  the  Ohio  Normal  Colleges  at 
Oxford  and  Athens  and  the  Ohio  Normal  Schools  at  Kent  and 
Bowling  Green  who  shall  give  one-half  of  his  time  to  high  school 
inspection,  and  one-half  of  his  time  to  teaching  in  the  normal 


22  OHIO    STATE   SCHOOL    SURVEY    REPORT 

school  or  normal  college  with  which  he  is  connected  and  in  sur- 
vey work  in  his  particular  district 

That  the  salaries  of  all  part  time  men  shall  be  prorated  between 
the  office  of  the  state  Superintendent  of  Public  Instruction  and 
the  educational  institutions  concerned  and  that  all  inspectors 
shall  be  in  the  fullest  sense  responsible  to  the  state  Superintend- 
ent of  Public  Instruction 

That  the  part  time  men  from  the  Ohio  State  Normal  College  of 
Miami  University,  the  Ohio  State  Normal  College  of  Ohio  Uni- 
versity, the  Ohio  State  Normal  School  at  Kent  and  the  Ohio 
State  Normal  School  at  Bowling  Green  be  the  heads  of  the  De- 
partments of  Efficiency  Tests  and  Survey  in  their  respective  in- 
stitutions 

That  all  these  high  school  inspectors  meet  at  the  call  of  the  state 
Superintendent  of  Public  Instruction  for  conference  and  direction 
and  to  recommend  to  the  state  Superintendent  official  ratings 
for  the  high  schools  inspected 

That  the  Superintendent  of  Public  Instruction  assign  schools  to  each 
inspector  so  that  there  shall  be  no  duplication 

That  7  copies  be  made  of  each  report  of  inspection,  i  to  be  filed 
with  each  of  the  state  aided  institutions  and  2  to  be  filed  in  the 
office  of  the  state  Superintendent  of  Public  Instruction,  i  to 
be  kept  always  on  file  and  the  other  to  be  circulated  among  pri- 
vate institutions  on  request 

That  the  state  Superintendent  of  Public  Instruction  be  authorized 
to  appoint  professors  from  any  private  institution  of  learning  or 
from  a  supervisory  or  teaching  force  of  any  public  system  to  in- 
spect high  schools  in  their  vicinities  at  a  per  diem  wage 

Statistics  published  by  the  State  Department  of 
Public  Instruction 

The  method  of  collecting  the  material 

The    state    Superintendent    of     Public    Instruction    receives    reports 
annually  from 

The  county  auditors 

Supervised    districts    maintaining   high    schools 

The  county  boards  of  school  examiners 

The  city  boards  of  school  examiners 

The  State  Board  of  School  Examiners 

Executive  committees  of  teachers'  institutes 


STATE   DEPARTMENT   OF   PUBLIC    INSTRUCTION  2$ 

Reports  from  county  auditors 

District  clerks'  reports  are  due  at  the  office  of  the  county  auditors  on 

August  3ist  of  each  year 
Abstracts  of  district  clerks'  reports  made  by  county  auditors  are  due 

at  the   office   of   the   state   Superintendent   of    Public    Instruction 

September  2Oth  of  each  year 

On  September  2Oth,  1913,  out  of  88  abstracts  due  13  were  on  hand 
The  county  auditors  also  have  to  send  in  enumeration  returns.    These 

are  due  on  the  third  Saturday  in  July  of  each  year.     Forty-five 

counties  out  of  88  had  these  reports  in  on  time.    The  common  school 

fund  is  distributed  on  the  basis  of  these  reports 

Reports  from  clerks  of  districts'having  high  schools 
The  data  contained  in  these  reports  are  mainly  educational,  but  some 
financial  material  such  as  salaries  and  value  of  school  property  is 
reported  by  the  clerks.    These  reports  are  due  on  August  3ist.    On 
September  ist,  1913,  out  of  1,000  due,  870  were  on  hand 

Reports  of  county  boards  of  school  examiners 

County  boards  of  school  examiners  report  on  number  of  applications 
for  certificates,  number  of  certificates  granted,  number  of  appli- 
cants rejected,  cost  of  examinations,  examinations  for  admission  to 
high  school,  etc.  These  reports  are  due  August  3ist  of  each  year. 
Ori  September  ist,  1913,  29  were  on  hand  out  of  88  due 

City  boards  of  examiners 

These  boards  report  on  the  same  items  as  the  county  boards.    Their 

reports  are  due  August  31  st.     On  September  ist,  1913,  20  were  on 

hand  out  of  80  due 

State  Board  of  School  Examiners 

The  State  Board  of   School  Examiners  keeps  its  record  book  at  the 

office   of   the   state    Superintendent    of    Public    Instruction.      This 

record  book  is  used  in  lieu  of  a  report 

The  method  of  presenting  the  material 

The  statistics  published  by  the  State  Department  of  Public  Instruction 
appear  only  in  the  annual  report  to  the  Governor,  of  the  state 
Superintendent  of  Public  Instruction.  The  statistics  occupy  about 
300  pages  out  of  a  400  page  report 

A  praiseworthy  feature,  rarely  found  in  reports,  is  that  the  general 
summary  of  statistics  which  would  be  valuable,  if  it  were  reliable, 
occupies  the  first  12  pages  of  the  statistical  section 


24  OHIO   STATE   SCHOOL   SURVEY    REPORT 

Time  of  publication 

The  report  for  the  school  year  1911-1912  ending  August  sist,  1912, 
was  presented  to  the  Governor  on  December  gth,  1912,  in  manu- 
script form,  but  was  not  ready  for  distribution  until  September 
15,  1913 

Value  and  reliability  of  the  statistics  published  in  the  annual  report 

to  the  Governor 

The  value  of  the  figures  is  largely  destroyed  by  the  frequent  omission 

of  important  data  from  many  districts.     This  renders  the  general 

summary  absolutely  useless,  e.  g. 

On  page  70  of  the  1911  report  the  "Whole  number  of  high  school 
graduates  in  history  of  the  schools"  is  given  for  township  districts 
as  8,973  in  1910  and  as  only  7,627  in  1911,  although  on  the  pre- 
ceding page  it  is  stated  that  1,223  pupils  graduated  in  the  mean- 
time. The  discrepancy  is  apparently  due  to  the  fact  that  more 
districts  failed  to  report  on  this  item  in  1911  than  in  1910.  In  any 
event  greater  vigilance  the  following  year  led  to  a  sudden  increase 
in  1912  to  9,537 

On  page  68  of  the  1911  report  it  is  stated  that  the  number  of  stu- 
dents taking  domestic  science  decreased  over  3,000  or  about  20% 
of  the  number  taking,  and  manual  training  decreased  over  12,000 
or  more  than  40%.  Equally  astounding  increases  of  over  9,000 
in  domestic  science  and  6,000  in  manual  training  are  recorded  in 
the  1912  report,  no  doubt  due  to  more  complete  reporting 

On  page  106  of  the  1911  report  out  of  19  items  called  for,  one  county 
gives  but  one 

On  pages  141  to  143  of  the  1911  report  where  the  enrollment  by  years 
is  called  for,  as  well  as  the  extremely  valuable  information  as  to 
how  many  of  the  first  grade  were  beginners  and  how  many  left 
overs,  there  are  12  cities  out  of  81  for  which  no  figures  whatever 
are  given 

On  pages  144  to  147  of  the  1911  report,  24  cities  out  of  81  give  no 
information  with  regard  to  one  item  bearing  on  the  retardation  of 
pupils 

The  value  of  the  figures  for  use  by  administrative  officers  or  students 
of  education  is  destroyed  by  captions,  the  meanings  of  which  are 
not  clear  and  which  are  nowhere  explained  in  the  report,  nor  indeed 
on  the  original  forms  from  which  the  statistics  were  compiled.  The 
absence  of  necessary  explanations  on  the  original  forms  makes 


STATE   DEPARTMENT    OF    PUBLIC    INSTRUCTION  25 

practically   worthless   the   material   gathered   because   the   persons 

filling  out  the  forms  do  not  have  definite  common  standards,  e.  g., 

among  many  other  cases 

Amount  paid  for  elementary  tuition,  P.  144,  1912  report 

Withdrawn  from  high  school  within  the  year,  P.  176,  1912  report 

Retarded  pupils,  P.  92,  1912  report 

Overage,  P.  92,  1912  report 

Overage  of  first  year  high  school  pupils,  P.  68,  1912  report 

The  value  of  the  figures  is  destroyed  by  apparent  discrepancies  which 

cannot  be  satisfactorily  explained  either  by  the  statistician  of  the 

State  Department  or  by  at  least  some  of  the  county  auditors,  e.  g., 

among  many  other  cases 

In  table  XV  of  the  1910  and  table  XIV  of  the  1911  reports,  the 
balance  on  hand  September  i,  1910  is  given  differently  in  55  cases 
out  of  88.  These  are  the  figures  sent  in  by  the  county  auditors 

In  one  such  case  the  difference  was  $351,790.91.  This  difference  is 
not  explained  and  is  not  explainable  by  the  balance  of  the  out- 
standing orders  unpaid  which  is  only  $342.98.  No  doubt  there  is 
a  satisfactory  explanation,  but  its  absence  makes  any  use  of  the 
figures  impossible 

In  table  XV  of  the  1911  report  and  table  XIV  of  the  1912  report  the 
statements  of  "Balance  on  hand  September  ist,  1911"  differ  in  53 
cases  out  of  88.  That  the  balance  of  outstanding  orders  has 
nothing  to  do  with  the  difference  is  shown  by  the  fact  that  in  27 
cases  the  balance  shown  in  the  1912  report  for  September  ist, 
1911,  is  greater  than  the  balance  at  that  date  as  shown  in  the  1911 
report.  In  one  case  the  1912  report  showed  a  greater  balance  on 
September  i,  1911  than  the  1911  report  by  $42,372.19 

On  page  18  of  the  1912  report  the  number  of  applications  for 
teachers'  certificates  rejected,  18,682,  plus  the  number  of  certifi- 
cates granted  24,243,  does  not  equal  the  number  of  applications, 
43,607.  If  necessary  another  entry  should  be  made  to  enable  a 
balance  to  be  struck 

Constructive  suggestions 

In  order  that  the  state  Superintendent  may  be  supplied  promptly  with 
reliable  data  it  is  recommended  that 

Warrants  for  the  salary  of  county  auditors  for  the  month  of  Sep- 
tember each  year  require  before  payment,  the  signature  of  the 
state  Superintendent  of  Public  Instruction,  and  that  the  state 


26  OHIO   STATE   SCHOOL   SURVEY    REPORT 

Superintendent  of  Public  Instruction  be  given  authority  to  hold 
up  the  salary  of  a  county. auditor  for  any  month  in  which  infor- 
mation called  for  is  not  supplied 

County  auditors  be  authorized  and  required  to  hold  back  payment 
of  the  August  installment  of  the  state  common  school  fund 
from  districts  whose  clerks  have  failed  to  send  in  the  required 
reports  to  the  county  auditors  on  or  before  the  legal  time,  until 
the  next  regular  payment  from  the  state  common  school  fund 

Whenever  a  district  fails  to  send  in  to  the  county  auditor  any 
required  report  on  or  before  the  day  set  by  law,  the  county  auditor 
be  authorized  and  required  to  employ  competent  persons  to 
secure  the  required  information,  deducting  the  expenses  of  such 
person  from  the  first  payment  thereafter  from  the  state  common 
school  fund 

Boards  of  education  be  authorized  and  required  to  deduct  from  the 
salary  of  the  district  clerk  any  deductions  from  the  district  allot- 
ment of  the  state  common  school  fund  due  to  failure  of  the 
clerk  to  report  at  the  required  time 

In  order  to  facilitate  the  collection  of  data  in  township  districts 
the  clerks  of  the  boards  of  education  be  elected  directly  by  the 
boards  as  is  the  case  in  all  other  school  districts 

All  teachers,  clerks  and  auditors  be  required  to  swear  to  the  cor- 
rectness of  their  returns  previous  to  payment  of  any  state  funds 
to  counties  or  districts 

Methods  of  filing  and  recording 

Present  system 

The  files  of  the  office  of  the  state  Superintendent  of  Public  Instruction 
include  a  complete  card  catalog  of  all  the  text  books  used  in  the 
state  of  Ohio  arranged  according  to  names  of  publishers  and  sub- 
jects, and  giving  the  number  of  the  shelf  on  which  each  book  is. 
to  be  found.  The  reports  of  the  agricultural  supervisors  and  of  the 
inspectors  of  public  schools  are  arranged  alphabetically  by  county 
but  no  corresponding  cards  are  kept.  A  book  record  of  high  school 
inspections  has  been  begun  and  when  completed  will  be  of  great 
value 

Correspondence  is  filed  alphabetically  but  no  card  index  is  kept  listing 
the  correspondence  according  to  subject,  names  of  persons  writing, 
names  of  persons  to  whom  sent,  addresses  of  persons  sending  or 
receiving  letters  or  date  of  letters.  No  record  whatever  is  kept 


STATE   DEPARTMENT    OF    PUBLIC    INSTRUCTION  2J 

of  routine  letters  such  as  deal  with  interpretation  of  the  law.  Many 
of  these  are  destroyed.  The  office  is  not  provided  with  a  fire  and 
burglar  proof  safe  for  the  care  of  the  many  records  and  documents 
which  it  would  be  impossible  to  replace 

Study  of  correspondence  of  State  Department  of  Public  Instruction 

An  attempt  was  made  to  study  a  year's  correspondence  of  the  office  of 
the  state  Superintendent  of  Public  Instruction,  but  it  was  found 

That  the  letter  files  did  not  contain  copies  either  of  all  letters  sent 
out  nor  of  all  incoming  letters.  Many  routine  letters  are  destroyed 
immediately,  many  letters  are  returned  with  the  requested  infor- 
mation written  on  them  and  many  important  letters  are  held  until 
the  matters  to  which  they  relate  are  settled  when  the  letters  are 
destroyed 

That  although  the  office  is  constantly  called  on  for  advice  in  local 
matters  and  explanation  of  the  school  law,  records  of  such  advice 
given  and  information  sent,  are  not  complete  and,  on  account  of 
lack  of  filing  facilities,  are  not  readily  available 

That  a  cross  section  study  of  the  correspondence  might  be  made,  all 
of  the  outgoing  and  incoming  letters  for  one  month  were  saved 

Of  the  1,294  letters  coming  in  to  the  office  68.6%  were  answered  by  let- 
ter, 16.3%  by  sending  material  requested,  4.6%  were  answered,  but 
copies  of  letters  were  not  filed,  and  for  10.5%  there  was  no  record 
of  any  answers.  Of  the  unanswered  10.5%,  at  least  5%  required  no 
answer 

Of  the  1,281  outgoing  letters  1,158  or  90.4%  were  in  answer  to  in- 
coming letters  and  123  or  9.6%  were  initiated  in  the  office 

Of  the  947  answers  to  correspondents,  167  or  17.7%  were  dictated  by  the 
superintendent  himself  and  82.3%  by  subordinates 

Twenty  per  cent  of  the  167  answers  dictated  by  the  superintendent 
required  his  personal  attention  while  the  remainder  concerned 
matters  which  could  easily  have  been  turned  over  to  subordinates 
if  sufficient  help  of  this  sort  were  available 

Thirty-seven  percent  of  the  answers  to  correspondents  involved  state- 
ments and  explanations  of  points  of  law.  Much  of  the  time  spent  on 
these  matters  could  be  saved  by  having  transcripts  made  of  the  laws 
most  commonly  needed  and  sending  them  out  with  any  necessary  com- 
ments 

The  following  table  shows  the  distribution  of  correspondence  by  sub- 
ject matter: 


28 


OHIO   STATE    SCHOOL   SURVEY    REPORT 


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i     6     i 

STATE  DEPARTMENT    OF    PUBLIC   INSTRUCTION  2£ 

Lack  of  sufficient  room  for  records  and  inadequate  equipment  and 
clerical  assistance  is  the  chief  cause  of  the  weakness  indicated  above 

Constructive  suggestions 

Card  indexes  with  cross  references  should  be  kept  for  correspondence, 
field  reports,  etc.  Some  record  should  be  kept  of  requests  for 
information  and  publications  of  the  department.  All  letters  should 
be  preserved  for  a  certain  specified  time  before  being  destroyed 

A  modern  safe  should  be  furnished  for  the  safekeeping  of  valuable 
records  and  much  more  space  for  files  and  indexes  should  be  pro- 
vided 

Method  of  financial  accounting 

The  accounts  are  well  kept  on  forms  prescribed  by  the  State  Board  of 
Uniform  Accounting.  By  using  the  time  sheets  which  have  just 
been  installed  by  the  state  Superintendent  of  Public  Instruction  in 
connection  with  the  ledger  now  kept,  it  will  be  possible  to  compute 
monthly  and  annually  the  cost  of  the  different  functions  performed 
by  the  State  Department  as  well  as  the  cost  per  hour  of  each 
function 

General  criticism 

The  state  Superintendent  of  schools  has  no  deputy  who  can  be  left  in 
charge  of  the  office  during  the  Superintendent's  absence  and  to  whom 
matters  of  secondary  importance,  but  requiring  great  care  in  handling, 
can  be  referred 

As  a  result  the  state  Superintendent  is  immersed  in  such  a  mass  of 
detail  that  he  is  forced  to  spend  most  of  his  time  on  matters  of 
routine  and  in  making  the  present  system  move  as  smoothly  as 
possible,  and  can  give  little  time  to  thinking  out  and  effecting 
advance  policies 

The  3  clerks  in  the  office  are  kept  busy  in  making  out  examination 
papers,  compiling  statistics,  answering  letters  and  in  various  office 
details,  and  on  account  of  lack  of  time  can  be  of  little  assistance  to 
the  Superintendent  outside  of  matters  of  mere  routine 

The  department  has  no  facilities  for  acting  as  a  clearing  house  for 
information  by  which  knowledge  of  advance  steps  taken  in  one 
part  of  the  state  can  be  made  available  to  all  parts  of  the  state 

Salaries  of  the  office  force  are  so  inadequate  as  to  make  it  impossible 
to  hold  men  of  the  highest  ability  even  after  they  have  been  secured : 
minimum  salary  $1400;  maximum  salary  $2000 


3O  OHIO   STATE   SCHOOL   SURVEY   REPORT 

Constructive  suggestions 

In  order  that  the  office  of  the  state  Superintendent  of  Public  In- 
struction may  be  in  a  position  to  do  more  to  stimulate  advance  steps 
in  education,  the  following  constructive  suggestions  are  offered: 

That  a  Deputy  Superintendent  of  Public  Instruction  be  appointed 

That  the  salaries  of  office  employees  be  increased  to  correspond 
with  the  importance  of  their  duties  and  with  salaries  in  other 
departments  in  order  that  the  highest  type  of  men  may  be  em- 
ployed and  retained 

That  a  Bureau  of  Efficiency  and  Economy  be  established  within 
the  department  which  shall 

1  Act  as  a  clearing  house  for  educational  information  for  the 
state  of  Ohio 

2  Conduct  an  educational   museum   which  shall  contain  models 
of  rural  schools,  type  plans  for  all  sorts  of  schools,  samples  of 
all  sorts  of  educational  devices,  school  furniture,  school  equip- 
ment, sanitary  and  hygienic  arrangements  and  devices,  forms 
of  records  and  reports,  etc. 

3  Cooperate  with  and  act  in  an  advisory  capacity  to  any  board  of 
education,  normal  school,  college  or  university  desiring  to  con- 
duct an  inquiry  along  any  educational  lines,  administrative, 
supervisory,  instructional 

4  Prepare  forms  of  records  and  reports  for  the  State  Department 
of  Public  Instruction  and  for  any  board  of  education  or  edu- 
cational institution  which  may  apply  for  such  assistance 

That  a  system  of  uniform  reports  be  drawn  up  by  the  office  of  the 
state  Superintendent  of  Public  Instruction  for  the  use  of  school 
teachers,  officers  of  school  districts  and  all  county  and  state  offi- 
cers who  make  reports  to  the  State  Department  of  Public  In- 
struction 

That  the  state  Superintendent  of  Public  Instruction  be  authorized 
to  visit  and  inspect,  inside  and  outside  of  the  state,  experiments 
in  education  which  might  contain  valuable  lessons  for  Ohio,  to  at- 
tend national  and  sectional  educational  gatherings  and  that  his  legiti- 
mate expenses  while  so  doing  be  defrayed  by  the  state 


II     SCHOOL  SUPERVISION 


A  careful  study  of  the  amount  of  supervision  has  been  made  by 

1  An  analysis  of  the  annual   report  of  the  state   Superintendent  of 

Public  Instruction 

2  Inquiry  in  the  field  at  every  school  actually  surveyed 

3  A  questionnaire  addressed  to  superintendents  on   the  printed  list 

of  the  State  Department  of  Public  Instruction  (those  having  high 
schools,  since  there  is  no  list  of  others) 

Amount  of  supervision 

Amount  of  supervision  in  township,  special  and  village  districts  having 
high  schools,  as  given  by  the  report  of  the  state  Superintendent  of 
Public  Instruction,  1911-1912 

An  analysis  of  this  report  shows  that  in  9%  of  the  township  districts, 
in  16%  of  the  special  districts  and  in  30%  of  the  village  districts,  the 
superintendents  give  half  or  over  of  their  working  time  to  super- 
vision 


AMOUNT    OF    SUPERVISION    IN    TOWNSHIP,    SPECIAL,    AND    VILLAGE 
DISTRICTS  HAVING  HIGH  SCHOOLS,  1911-1912 


Township 

Special 

Village 

Number   of  districts  

231 

160 

485 

Percentage  making  no  report  on  supervision.. 

23.4 

32.5 

17.5 

Percent  of  districts  reporting  whose  superin- 
tendents give  to  supervision,  of  their 
working  time 


Percents 


Less  than 

1/16 

17  5 

13.0 

6.7 

1/16  to  1/8 

27  1 

26.8 

11.3 

1/8  to  1/4 

31  6 

28.7 

24.0 

1/4  to  1/2 

14  6 

15.7 

28.5 

1/2  or  over 

'  but  not  all 

7  9 

13.0 

27.2 

All 

1.1 

2.7 

2.2 

(31) 


OHIO   STATE   SCHOOL   SURVEY   REPORT 


AMOUNT  OF  SUPERVISION  AS  INDICATED  BY  THE  FIELD  SURVEY 

OF  659  SCHOOLS 


Township 

Special 

High 

Village 

District   | 

School 

One  Room 

Centralized 

Number     of     schools 

visited 

592 

17 

13 

13 

22 

Number  of  schools  re- 

ported on 

530 

14 

11 

13 

21 

Percent     having     no 

supervision    

66  6 

13  6 

91   6 

7  7 

o 

Number   reporting  on 

amount   of   time    of 

supervision 

132 

12 

1 

11 

18 

| 

Superintendents     give 

to  supervision 

Percents 

Less  than  half  time.  .  . 

53.0     I             50.0     !           0 

27.3 

55.6 

Half   time 

15  1 

25  0 

100  0 

9  1 

16  7 

Full   time    

31.8 

25.0 

0 

63.6 

27.8 

Every  superintendent  must  give  part  of  his  working  day  to  routine 
matters  and  general  administration.  Deducting  this  and  the  time 
given  to  regular  teaching,  answers  from  superintendents  indicate 
that  14%  of  township,  8%  of  special  district  and  18%  of  village 
superintendents  are  able  to  give  half  their  time  or  over  to  actual 
supervision  of  teaching  in  the  classroom.  The  districts  reporting 
were  at  least  up  to  the  general  average 


TIME  GIVEN  TO  ACTUAL  CLASSROOM  SUPERVISION 
Superintendents'  answers  to  questionnaire 


!                i 

|  Township  | 
I                     I 

Special 

j 
Number  asked  to  report.  .  .                                   | 

! 

264 

77     | 

172 
38 

Number  of  superintendents  giving  information) 

Village 


Percent  of  their  working  time  given  to  actual 

supervision  of  instruction  Percents 


425 
158 


Less  than  1/8  

!       I 

!    37  6 

36  8 

23  4 

From  1/8  to  1/2  

1    48  1   | 

55  3 

58  2 

1/2  or  over  

|    14  3 

7  9 

18  3 

SCHOOL   SUPERVISION  33 

Experimentation  and  initiative  among  superintend- 
ents in  Ohio 

The  following  requests  for  information  were  sent  to  superintendents  of 

schools : 

"Please  describe  any  device  not  widely  adopted  which  you  are  using 
for  supervisory,  administration  or  instructional  purposes  —  particu- 
larly devices  tried  out  for  the  first  time  in  your  constituency  (If 
any  special  forms  are  used  please  send  copies  to  this  office) 

"Please  describe  any  educational  experiment  or  investigation  which 
you  are  at  present  conducting  or  have  conducted  during  the  academic 
year  1912-1913  or  earlier 

"The  commission  welcomes  any  other  information  or  suggestions  you 
may  have  to  offer" 

Efficiency  devices  in  supervision,  administration  and  instruction 

Five  village  superintendents,  I  special  district  superintendent,  3  township 
superintendents  reported  the  use  of  rather  unusual  efficiency  devices 

The  following  is  an  extract  from  a  typical  reply  to  the  questionnaire : 
"A  few  of  our  activities  a  little  unusual  in  Ohio  cities  of  our  class 

First 

"During  the  year  1912-1913  I  made  it  a  rule  to  report  back  to  each 
teacher  after  visiting  the  teacher's  school,  my  impression  of  her 
work  and  criticisms,  both  commendable  and  otherwise,  thus: 

"'Miss- 

Report  of  visit  to  your  school  on  Dec.  10,  1912 

1  Your  own  writing  and  blackboard  work  are  among  the  best  in 
the  city 

2  Your  display  of  pupils'  work  and  the  wall  decorations  of  your 
room  are  good.    Not  too  much  pupils'  work  but  change  at  times 

3  One  visiting  your  room  when  pupils  are  absent  would  be  im- 
pressed quite  favorably 

4  You  have  a  good  clear  voice  and  your  personal  appearance  is 
good.     I  know  of  no  reason  why  you  should  not  succeed  abun- 
dantly.    Your 'knowledge  of  the  subject  matter  and  your  in- 
terest and  desire  to  succeed  are  good 

3    s.  s. 


34  OHIO    STATE    SCHOOL    SURVEY    REPORT 

Criticisms 

1  Your  school  was  in  confusion  when  I  entered  the  room 

2  I  could  not  tell  for  some  time  whether  your  class  was  in  i  or  2 
sections,   for  you  directed  your  teaching  almost  wholly  to  the 
west  side  of  the  room 

3  Pupils    do   not   assume   proper   position    when    reciting.      They 
neither  stand  nor  sit,  but  take  a  half  way  position 

4  Your  questions  are  not  well  formed  and  are  not  directed  to  the 
individual,  but  too  often  take  the  form  "Who  knows"?     "Who 
can  tell?"  etc.     This  sort  of  questions  always  invites  inatten- 
tion and  confusion 

5  Teacher   talks    too   much.     You    were   doing   too   much    in   the 
recitation  that  ought  to  have  been  done  by  the  pupils.     Even 
tones  of  voice  and  greater  self  possession  needed 

6  Many  had  no  part  in  the  recitation  at  all  and  did  not  give  any 
attention  worth  while.     A  lack  of  seriousness  was  manifest 

7  Pupils  laughing  at  each  other's  blunders.    Sometimes  3  or  4  were 
talking  at  once 

8  You  say  you  have  some  pupils  who  are  hard  to  handle.     You 
will  have  more  unless  you  seriously  study  your  conditions  and 
change  your  own  methods  of  recitation.     Take  time  to  get  your 
school  in  order.     Carefully  assign  your  lessons,  and  then  con- 
fine your  questions   and  answers  to  individuals.     Do  not  take 
so  prominent  a  part  yourself  and  let  pupils  do  the  work  that 
they  can  do  if  you  more  deliberately  plan 

9  Before  all  things,  retain  your  self  possession.    Do  not  lose  it  in 
voice  or  expression,  but  firmly   follow  up  your  directions.     If 
you  will  carefully  assign  your  work  and  just  as  rigidly  question 
upon  it  in  the  recitation,  passing  from  individual  to  individual, 
and  then  hold  your  study  section  down  to  work,  most  of  your 
troubles  will  disappear.     Do  not  hurry,  and  do  not  try  to  keep 
yourself  busy  but  to  keep  the  pupils  busy  and  giving  thought- 
ful attention.     During  the  Christmas  vacation  get  a  good  rest, 
and  then  start  in  with  a  different  method  of  procedure  and  you'll 
come  out  victorious.     Your  school  last  year  was  one  of  the  best 
ordered  in  the  city.     Make  this  one  better 

"Kindly  submitted" 
Second 

"A  common  continuation  school  for  failures  and  pupils  who  desire  to 
advance  a  grade  was  run  for  6  weeks.  About  50  pupils  were 
enrolled 


SCHOOL    SUPERVISION  35 

Third 

"The  board  of  education  has  expended  $11,000,  half  of  which  was 
secured  by  pupils'  subscriptions,  upon  playgrounds  for  the  city's 
children  and  pupils" 

Another  sample  of  what  is  being  done  in  Ohio: 

"In  our  grade  work  we  have  exceptional  teachers  to  specialize  on  the 
different  phases  of  agriculture  or  nature  study  as  we  call  it.  For 
instance,  Miss  -  -  is  our  entomologist,  Miss  -  -  our  orni- 
thologist, Miss  -  -  our  botanist,  Miss  -  -  our  geologist,  etc. 
These  teachers  have  made  a  study  of  each  special  subject,  until  they 
not  only  know  it,  but  can  teach  it  in  concepts  of  the  child  mind, 
which  we  contend  would  be  imjTosible  to  do  if  this  work  were  done 
by  high  school  teachers.  Of  course  we  say  'butterfly-girl',  bird-girl', 
'flower-girl',  not  wishing  to  scare  the  children  by  the  unfamiliar  and 
high  sounding  technical  names.  When  a  boy  has  a  nature  problem 
he  goes  straight  to  the  proper  teacher  to  have  his  problem  solved. 
These  teachers  trade  classes  from  time  to  time.  As  an  aid  to  effi- 
cient supervision,  the  superintendent  has  members  of  the  advanced 
short-hand  class  'cover'  recitations  in  every  grade  and  subject  at 
least  once  a  month.  If  the  teacher  is  young  or  inexperienced  the  re- 
ports are  more  frequent.  The  stenographic  reports  are  confidential 
and  teacher  and  superintendent  go  over  them  together,  to  ascertain 
how  well  the  aims  of  the  lesson  plan  were  brought  out,  the  style 
and  number  of  questions  asked,  the  students'  response  and  interest, 
etc.  as  indicated  by  their  replies.  When  we  started  this  plan  the 
number  and  poor  quality  of  questions  surprised  even  me,  much  more 
the  teachers.  For  instance,  as  high  as  2'OO  questions  were  reported 
in  i  recitation.  A  great  number  'lead'  to  the  answer.  This  is  much 
easier  to  correct,  when  after  a  conference  in  the  office,  you  can  hand 
a  teacher  her  list  of  questions  for  a  certain  day  to  study.  The  stock 
judging  team  from  our  high  school,  (we  have  a  year  course)  has 
challenged  any  high  school  team  in  the  county  to  a  stock  judging 
contest.  This  is  the  first  high  school  contest  in  the  state  to  my 
knowledge" 

The  replies  show  that  an  immense  number  of  original  or  at  least  ad- 
vanced, devices  are  being  tried  out  in  Ohio;  but  there  should  be 
some  agency  by  which  devices  found  effective  somewhere  could  be 
made  available  everywhere  in  the  state 


36  OHIO   STATE   SCHOOL   SURVEY   REPORT 

Educational  experiment  and  investigation 

Seven  superintendents  of  township  schools,  I  superintendent  of  special 
district  schools,  17  superintendents  of  village  schools  and  10  city  super- 
intendents reported  interesting,  valuable  and  comparatively  new  ex- 
periments" and  investigations.  Thirteen  township  superintendents,  4 
special  district  superintendents,  22  village  superintendents  and  14  city 
superintendents  report  examples  of  advanced  practice  which  can  hardly 
be  classified  as  experiments 
The  following  are  typical  answers  to  the  questionnaire : 

"We  apply  tests  for  sight,  hearing  and  mentality  and  watch  for  and 

try  to  correct  such  physical  defects  as  adenoids" 
"We  have  had  no  freaks  or  fads  the  past  year" 
"We  made  arrangement  with  the  board  of  education  to  furnish  mate- 
rial and  the  high  school  boys  built  a  shop  for  manual  training.    The 
boys  and  the  teacher  in  charge  did  all  the  work.     They  even  put 
on  the  tin  roof.    The  experiment  worked  fine" 

"We  have  no  novelties  that  I  know  of,  except  that  we  have  used 

moving  pictures  in  2  of  our  4  elementary  schools  during  the  past 

year.    I  feel  that  much  careful  supervision  and  selection  is  necessary 

before  this  novelty  will  be  very  valuable" 

"We  are  carrying  on  Binet  tests.     These  will  be  followed  by  physical 

and  dental  examinations" 

"We  are  beginning  the  work  of   reorganizing  our  high   school  and 
upper  grades.     We  plan  to  have  the  elementary  school  embrace  6 
years,  junior  high  school  3  years  and  senior  high  school  3  years" 
"Have  studied  effect  of  early  entrance  upon  truancy  in  intermediate 

grades,  but  have  not  sufficient  data  for  conclusions  yet" 
"During  the  vacation  we  are  trying  out  the  Montessori  method  with 

about  20  children  from  3  to  6  years  old" 

The  replies  show  that  an  immense  amount  of  experimentation  is  being 
carried  on  in  Ohio,  but  that  there  is  great  need  for  some  agency  by 
which  the  results  of  experiments  conducted  anywhere  may  be  made 
available  everywhere  in  the  state 

Comparison  of  schools  having  supervision  with 
unsupervised  schools 

As  the  returns  from  each  school  were  tabulated,  the  teaching  of  each 
school  and  the  equipment  of  each  school  were  rated  as  good,  fair 
or  poor 

While  in  many  cases  good  schools  and  the  employment  of  a  superin- 
tendent are  both  the  result  of  community  enlightenment  and  the 


SCHOOL   SUPERVISION 


37 


second  can  hardly  be  said  to  be  the  cause  of  the  first,  the  fact  that 
on  the  whole,  schools  with  part  time  supervision  are  little,  if  any, 
better  than  schools  with  no  supervision,  would  seem  to  indicate  a 
causal  connection  between  thorough  supervision  and  efficiency 

CORRELATION  OF  SUPERVISION  WITH  QUALITY  OF  EQUIPMENT 

AND    TEACHING 


1                                     I 

Equipment 

Teacher 

Percents 

Percents 

f 

No. 

Good 

*• 

Fair 

Poor 

Good 

Fair 

Poor 

Supervised 

177 

21   4 

47  4 

31  1 

31  1 

56  3 

12  9 

*  6 

Unsupervised    

353 

6.2 

46.2 

47.6 

12.2 

67.7 

19.6 

*.5 

No  report  as  to  whether 

there  is  supervision  — 

probably  unsupervised. 

62 

1.6 

37.1 

61.3 

6.5 

59.8 

27.4 

*6.5 

*Inadequate  data  for  judging  teachers 

As  an  example  of  what  intelligent  supervision  may  accomplish,  below 
is  given  the  record  of  achievement  in  a  superintendency  of  4  years 
in  a  rural  school  system  of  473  pupils,  employing  14  teachers : 

"Building  modernized,  by  installing  steam-heating  apparatus,  and  venti- 
lating system ;  fire  escapes  erected ;  walls  frescoed ;  and  adorned  with 
good  pictures  instead  of  cheap  chromos;  drinking  fountains  and 
electric  lights  installed 

Equipment  in  laboratories  trebled;  libraries  doubled,  and  a  magazine- 
file  department  installed,  also  reading  rooms  with  best  papers  and 
magazines.  Dewey  classification  of  library,  filing  cases,  mineograph, 
etc.,  added 

Course  made  largely  elective,  with  the  addition  of  the  complete  com- 
mercial school ;  also  chemistry ;  manual  training,  domestic  science 
and  art;  agriculture,  with  school  gardens  which,  owing  to  the  flood 
and  drought,  were  a  mere  start  this  year ;  sanitation ;  civics  in  grades 
and  high  school;  music,  with  special  teacher  . 

Corps  of  teachers  strengthened  by  addition  of  2;  average  of  $95 
increase  for  each  teacher  in  force;  requirement  of  normal  training 
for  grade  teacher  and  a  degree  from  approved  college  for  high  school 
teacher 

Medical  inspection  by  physician,  oculist  and  dentist 

School  savings  bank,  with  annual  average  deposit  of  about  $8.00  for 
each  pupil  enrolled 


38  OHIO    STATE    SCHOOL    SURVEY    REPORT 

Kinetescope,  or  portable  moving  picture  machine,  used  to  teach 
geography,  history,  nature  study,  physical  geography,  etc. 

Community  interest  won  by  literary  programs,  free  reading  rooms, 
organization  of  Boy  Scouts  and  Camp  Fire  Girls,  Mothers'  Clubs, 
Patrons'  Meetings,  control  of  Hallowe'en  pranks  by  a  school  carnival. 
Citizenship  taught  by  such  means  as  conducting  real  elections  in 
schools  with  the  regular  booths,  ballots,  etc.,  renting  "special  wire" 
for  election  returns  at  school ;  conducting  classes  to  court  room,  to 
visit  local  factories,  etc." 

As  examples  of  schools  which  need  supervision  and  professional  selec- 
tion of  teachers,  the  following  may  be  given: 

1  "The  teacher  is  77  years  old  and  boards  at  home  nearly  3  miles 
away  from  the  school.     He  talked  all  day  to  the  examiner  about 
what   schools   should  be,   what   his   experience  had  been,   etc.,   and 
asked  so  many  questions  that  the  examiner  could  hardly   fill   out 
the  card.     The  examiner,  who  has  visited  hundreds  of  schools  in 
Ohio  wrote  that  he  did  not  know  that  such  a  condition  existed  in 
the  state.     The  poor  old  teacher  is  in  his  dotage;  he  is  very  much 
embarrassed   financially   and   in   general,   is   in   a  pitable   condition. 
Of  course  there  is  no  pension  for  him.     The  school  is  not  graded  in 
any  sense.     The  teacher  does  not  know  whether  the  oldest  pupils 
are  5th  grade  or  8th  grade  pupils,  and  is  so  deaf  that  he  cannot  hear 
unless  addressed  in  a  very  loud  tone  of  voice" 

2  The  teacher  has  no  idea  of  any  method  of  teaching  or  organizing 
his  school.     He  seems  like  an  earnest  fellow  but  is  drifting.     There 
is  too  much  filth  about  this  school  for  good  health  and  good  morals. 
Water  is  evidently  an  unknown  quantity  in  this  school.     A  hog  pen 
adjoins  one  corner  of  the  school  lot.     The  teacher  calls  school  by 
going  outside  and  calling^'Books,  books!"  or  hitting  on  the  side  of 
the  school  house  with  a  stick  of  stove  wood.    The  house  is  unfit  for 
habitation  in  the  winter.     Much  plaster  is  off.     Window  lights  are 
out   and  the   winter   wind   will  often  be  warmed   as   it  passes  un- 
molested through  this  dilapidated  shack  and  comes  in  contact  with 
the  red  hot  stove  in  the  middle  of  the  room.     The  board  of  educa- 
tion hires  a  teacher  at  $40  per  month  for  8  months,  making  him 
sign  a  contract  not  to  collect  institute  pay  and  to  do  his  own  janitor 
work   for  one  dollar  per  year.     The  board   refuses   to   repair  the 
house,  clean  the  ground,  furnish  desk  books,  charts,  maps  or  any 
other  appliance.    The  teacher  does  all  that  is  done" 

3  The  condition  of  this  school  is  pitiable.     The  house  is  built  in  an 
unsightly  place  on  a  spot  50'  x  60'.     There  is  no  playground  ex- 


SCHOOL    SUPERVISION  39 

cept  in  a  neighboring  lot.  The  building  is  2$'  x  30'  and  on  the  in- 
side one  finds  63  pupils,  a  mixture  of  all  the  nations  of  the  world. 
There  is  an  insufficient  number  of  seats  and  2  pupils  must  sit  in  i 
seat.  The  desks  are  all  single.  There  is  no  recitation  bench  and 
classes  are  obliged  to  stand  during  recitation.  The  teacher's  voice 
is  scarcely  ever  heard.  The  class  was  called  in  history.  Without 
any  question  being  asked  a  boy  began  to  recite  a  paragraph  from 
the  book.  When  he  had  finished  his  paragraph  the  girl  next  to 
him  began  her  paragraph  and  so  on  until  the  lesson  was  finished. 
Then  after  'take  to  paragraph  96'  they  returned  to  their  seats" 

4  "As  was  the  recitation  in  history,  so  were  the  recitations  in  the  other 
subjects.  In  reading,  the  ABC  method  was  used.  The  teacher 
was  not  aware  that  there  is  any  other  method.  She  seemed  to  be 
aimless  and  purposeless,  and  her  stock  of  information  small.  Pupils 
were  classed  as  being  in  the  8th  grade  when  they  should  have  been 
in  the  4th.  Some  of  them  seemed  eager  to  learn  and  when  the 
examiner  talked  to  a  few  of  them  at  recess  and  told  them  how  to 
work  a  problem  and  explained  it,  their  faces  brightened  up  and  they 
said  that  they  would  like  to  study  if  they  ever  got  anything  ex- 
plained" 

Constructive  suggestions 

The  inadequacy  of  either  unmodified  county  supervision  or  unmodi- 
fied township  supervision 

The  chief  disadvantages  of  unmodified  county  supervision 

In  1912,  which  is  the  last  year  for  which  figures  are  available,  3 
counties  had,  outside  of  the  cities,  300  teachers  each,  7  had  over 
250  each  and  21  had  over  200  each.  These  figures  for  township, 
special  district  and  village  teachers  are  furnished  by  the  state 
Superintendent  of  Public  Instruction.  No  single  superintendent 
could  efficiently  supervise  such  large  numbers  of  teachers  scat- 
tered over  such  wide  areas  as  are  covered  by  the  average  Ohio 
county 

The  chief  disadvantages  of  unmodified  township  supervision 

If  every  township  in  the  state  employed  a  superintendent  of  schools 
and  each  superintendent  received  annually  $1,000,  the  annual  cost 
of  supervision  to  the  townships  alone  would  be  $1,370,000.  This 
burden  would  be  unsupportable.  It  is  also  unnecessary.  The 
total  number  of  teachers  in  township  schools  in  1912  was  11,637, 
an  average  of  about  9  per  township.  In  most  cases  i  super- 
visor could  give  adequate  supervision  to  at  least  3  townships. 


4O  OHIO   STATE   SCHOOL   SURVEY   REPORT 

Although  the  first  township  superintendent  was  appointed  30 
years  ago,  at  the  present  time  only  26  township  superintendents 
out  of  413  give  as  much  as  half  of  their  time  to  supervision — ac- 
cording to  original  reports  of  county  auditors  and  figures  sup- 
plied by  the  state  Superintendent  of  Public  Instruction.  Returns 
from  77  township  superintendents  show  a  percentage  of  14.3  who 
give  at  least  half  of  their  time  to  supervision.  If  this  percentage 
holds  for  the  whole  413,  the  number  of  superintendents  giving 
at  least  half  of  their  time  to  supervision  would  be  about  62 

A  suggested  plan  of  combined  county  and  district  (union  township) 
supervision 

In  order  that  every  school  child  in  Ohio  may  be  enabled  to  attend 
a  properly  supervised  school,  that  supervision  districts  may  be 
made  sufficiently  large  to  spread  the  advantages  of  supervision 
with  fair  evenness  and  that  superintendents  may  be  enabled  to 
give  their  full  time  to  supervision  with  the  best  possible  results 
the  following  recommendations  are  made : 

That  a  county  board  of  education  of  5  members  be  elected  at 
large  on  a  non-partisan  ballot  in  each  county  by  voters  in  all  dis- 
tricts except  city  districts,  or,  by  the  presidents  of  all  boards  of 
education  in  the  county  except  city  boards,  and  that  this  board 
have  the  following  duties  and  powers 

1  To  appoint  a  county  superintendent 

2  To  change  school  district  lines  where  necessary  according  to 
distribution  of  population  and  topography  so  as  to  insure  as 
far  as  possible  to  each  child  the  opportunity  to  attend  the 
school  most  easily  reached  and  so  as  to  encourage  and  make 
possible  further  centralization  and  consolidation 

3  To  compel  the  combination  of  schools  and  the  transportation 
of  children  when  necessary,  where  the  attendance  in  any  case 
falls  below  12 

4  To  divide  the  county  into  supervision  districts  each  containing 
one  or  more  school  districts  according  to  the  number  of  teach- 
ers employed,  the  amount  of  consolidation  and  centralization, 
the  state  of  the  roads,  etc. — no  supervision  district  to  have  less 
than  20  teachers  and  none  more  than  80 

In  case  any  rural  or  village  district  or  union  of  school  districts 
for  supervision  purposes  already  employs  a  superintendent 
whose  board  is  willing  for  him  to  give  at  least  three-fourths 
time  to  supervision  after  August  i,  1914,  even  if  the  number 


SCHOOL    SUPERVISION  4! 

of  teachers  employed  falls  below  20,  the  county  board  of  edu- 
cation, on  application  of  the  district  or  union  of  districts 
concerned,  shall  erect  the  district  or  union  of  districts  into  a 
supervision  district  on  condition  that  (a)  the  superintend- 
ent continue  to  give  at  least  three-fourths  time  to  super- 
vision, (b)  the  superintendent  receive  a  salary  of  at  least 
$1,000  per  annum,  (c)  the  supervision  districts  do  not  receive 
full  county  aid,  but  only  a  pro  rata  portion  of  the  full  county 
aid  based  on  the  ratio  of  the  number  of  teachers  actually 
employed  to  40,  the  supposed  number  of  teachers  per  superin- 
tendent under  average  conditions,  (d)  the  district  superin- 
tendent of  such  districts  be  nominated  by  the  county  superin- 
tendent as  in  all  supervision  districts  in  each  county  after  the 
occurrence  of  the  first  vacancy  in  the  superintendency 

5  To  organize  social  center  work  in  rural  districts  and  encour- 
age the  wider  use  of  the  school  plant 

6  To   publish   with   the   advice  of  the   county   superintendent  a 
minimum  course  of  study  with  suggestions  for  variations  be- 
tween village  and  rural  courses  of  study 

That  in  supervision  districts  containing  but  i  school  district,  the 
board  of  education,  in  supervision  districts  containing  either  2  or 
3  school  districts,  a  joint  meeting  of  the  boards  of  education,  and 
in  supervision  districts  containing  more  than  3  school  districts, 
the  presidents  of  the  various  boards  in  joint  session,  shall  elect  a 
district  superintendent  on  the  nomination  of  the  county  super- 
intendent. If  the  first  nomination  of  the  county  superintendent 
is'not  ratified,  he  shall  immediately  make  one  other;  nomination. 
If  this  fail  of  ratification,  the  board,  boards  or  presidents  of 
boards,  as  the  case  may  be,  may  elect  a  district  superintendent 
by  a  three-fourths  vote  of  all  having  the  right  to  vote  for  district 
superintendent 

That  the  county  superintendent  be  authorized  and  required 

1  To    nominate    the    various    district    superintendents    in    each 
county 

2  To  direct  the  training  of  teachers  in  his  county,  other  than  city 
teachers,  and  to  teach  not  more  than  200  periods  per  year  in 
any  training  courses  for  teachers  which  may  be  given  in  the 
county 

3  To  recommend  minimum  courses  of  study  to  the  county  board 
of  education 

4  To  act  as  clerk  of  the  county  board  of  school  examiners 


42  OHIO    STATE    SCHOOL    SURVEY    REPORT 

5  To  make  out  and  send  to  the  county  auditor  and  the  state  Superin- 
tendent of  Public  Instruction  all  reports  required  by  law  and  such 
other  reports  as  the  state  Superintendent  may  call  for  from  time 
to  time 

6  To  hold  monthly  meetings  with   the   district  superintendents 
as  a  county  board  of  superintendents  and  to  advise  with  them 
on  all  matters  pertaining  to  the  efficiency  of  the  schools 

7  To  outline  a  schedule  of  school  visitation  for  the  teachers  of 
the  county  with  the  advice  of  the  district  superintendents 

8  To  call  and  preside  over  an  annual  meeting  of  all  members  of 
boards  of  education  in  the  county  other  than  city  boards 

9  To  visit  and  inspect  schools  in  all  parts  of  the  county  as  fre- 
quently as  his  other  duties  will  permit 

10  To    hold   teachers'   meetings    in    the   various    districts   of   the 
.     county  in  conjunction  with  the  various  district  superintendents 

1 1  To  assist  in  the  organization  of  social  center  work,  agricultural 
institutes,  etc.,  in  fine,  to  have  charge  of  all  rural  organization 
in  the  county  under  the  auspices  of  the  county  board  and  to 
cooperate  with  all  rural   organization   movements  under  the 
auspices  of  any  agency 

12  To  be  present  at  all  meetings  of  the  county  board  of  education, 
with  the  right  to  discuss  but  not  to  vote 

13  To  be  in  all  respects  the  chief  executive  officer  of  the  county 
board  of  education 

That  the  district  superintendent  be  authorized  and  required 

1  To  nominate  teachers  for  all  vacancies  which  arise  in  his  su- 
pervision district  subject  to  confirmation  by  the  board 

2  To  recommend  text  books  and  courses  of 'study  for  adoption 

3  To   spend  his  full  time  in  actual  class  room  supervision,   in 
organization,  administration  and  instruction  of  teachers — such 
incidental  teaching  in  the  schools  as  he  does  being  for  illustra- 
tive purposes,  unless  he  be  called  upon  by  the  county  board  of 
education  to  teach  in  any  teachers'  training  courses  which  may 
be  organized  in  the  county.     As  set  forth  on  pp.  40  and  41,  any 
district  already  employing  a  superintendent  may  allow  the  superin- 
tendent to  teach  one-fourth  of  his  time  under  conditions  described 
above 


SCHOOL    SUPERVISION  43 

4  To  hold  teachers'  meetings  in  his  supervision  district 

5  To  fill  out  and  send  to  the  county  superintendents  such  reports 
as  are  required  by  law  and  any  others  which  the  superintendents 
may  call  for  from  time  to  time 

6  To  assist  the  county  superintendent  in  rural  organization 

7  To  be  in  all  matters  the  chief  executive  officer  of  all  boards  of 
education  in  his  district 

8  To  be  present  at  all  meetings  of  boards  of  education  of  his 
district,  with  the  right  to  discuss  but  not  to  vote 

That  the  minimum  salary  for^a  couqty  superintendent  of  education 
be  $1,200  per  annum,  half  to  be  paid  by  the  state  up  to  a  max- 
imum state  payment  of  $1,000  and  the  remainder  by  the  county 

That  the  minimum  for  a  district  superintendent  be  $1000  per  an- 
num, half  to  be  paid  by  the  state  up  to  a  maximum  county  pay- 
ment of  $750  and  the  remainder  by  the  district 

That  the  minimum  requirement   for  a  district  superintendent  be 

1  Three  years  of  successful  experience  in  supervision  and  a  high 
school  certificate,  or, 

2  Three  years  of  successful  experience  in  teaching,  graduation  from 
a  recognized  school  of  college  rank,  and   i  year  of  professional 
training  in  school  supervision  and  administration 

That  the  minimum  requirement  for  a  county  superintendent  be 

1  Five  years   of   successful  experience   in  supervision  and  a  state 
high  school  teacher's  certificate,  or, 

2  Five  years  of  successful  experience  in  supervision,  a  high  school 
certificate  and  graduation  from  a  college,  or, 

3  Three  years  of   sucessful   experience   in  teaching,  a  high  school 
teacher's  certificate,  graduation  from  a  recognized  college,  and  i 
year  of  professional  training  in  school  administration  and  super- 
vision 

Cost  of  Supervision 

The  cost  of  such  a  system  of  combined  county  and  district  super- 
vision over  and  above  the  present  optional  township  system 

The  probable  number  of  district  superintendents  necessary  under  the 
proposed  plan 


44  OHIO   STATE   SCHOOL   SURVEY    REPORT 

According  to  figures  supplied  by  the  office  of  the  state  Superin- 
tendent of  Public  Instruction  17,801  teachers  were  required  in 
1911-1912  for  the  village,  special  districts  and  township  schools  of 
the  state.  On  the  basis  of  an  average  of  60  teachers  per  district 
superintendent,  296  district  superintendents  would  be  required  for 
the  state.  Taking  county  by  county  on  the  basis  of  60  teachers 
per  superintendent,  counting  only  fractions  over  one-half  as  one 
and  every  fraction  less  than  one-half  as  none,  300  district  superin- 
tendents would  be  required 

Total  cost  for  supervision  on  this  basis 

300  district  superintendents  at  $1200  each  would  cost  $360,000  per 

annum 
88  county  superintendents  at  $1500  each  would  cost  $132,000 

The  employment  of  county  superintendents  to  take  charge  of  the 
training  qf  teachers  and  general  organization  decreases  the  num- 
ber of  district  superintendents  necessary  to  do  the  actual  work 
of  supervision.  It  is  thus  possible  to  differentiate  between  super- 
intendence and  supervision  without  increased  cost 

The  total  cost  of  supervision  on  this  basis  would  be  $492,000 

On  a  basis  of  40  teachers  per  superintendent  the  annual  cost  would 
be  about  $672,000,  to  be  divided  equally  between  the  state  and  the 
district 

Cost  over  and  above  the  cost  of  supervision  at  present  in  village, 
special  and  township  districts  on  a  basis  of  an  average  of 
60  teachers  per  superintendent 

As  the  present  cost  of  supervision  eliminating  the  cities  as  nearly  as 
can  be  estimated  from  the  reports  coming  to  the  office  of  the  state 
Superintendent  of  Public  Instruction,  is  $223,817,  the  cost  of  state 
wide  supervision  would  exceed  the  cost  of  the  present  system  by 
$268,183  or  less  than  $3,100  per  county.  If  the  state  pays  one-half 
the  salaries  of  the  county  superintendents,  the  direct  added  burden 
on  the  counties  would  be  $202,183  or  less  than  $1,200  per  county  on 
the  average.  If  the  state  pays  half  the  salaries  of  the  district  su- 
perintendents, the  added  cost  of  supervision  to  the  counties  and 
districts  would  hardly  exceed  $20,000 


SCHOOL   SUPERVISION 


45 


PROPOSED  PLAN  OFCOUNTY  AND  DISTRICT  SUPEPVISION 

First  Plan 


County  El  e-ctoraite,  exclusive     of    Cities 

Village 
District 

Rxiro.1 
Di  strict 

Rxir&l 
District 

Rura.1 
District 

I 

[[Union.     SupeTJIviaion.  District} 

_  _  

Village 
Board 

County 
Boa.rd 

Rural 
Bo  ard 

Rural 
-    Board 

Rura.1 
Board 

T 
CIS 

oints 

mate* 

1 

1 

- 

KLc> 

—  .  •-*-•  =Q\Q, 

District 
Sup't. 

County 
Sup't. 

District 
Sup'  t. 

' 

app 
now 

Teachers 

:     Teachers 

Alternative  Plan 


County  Electorate, exclusive  of    Cities 


-|  Teachers 


Main  duties  of  county  boards  and  their  executive  officers,  county 
superintendents 

1  District  county  for  supervision  purposes 

2  Alter  school  district  lines  where  necessary 

3  Supervise  the  training  of  teachers 

4  Encourage  social  centers  and  wider  use  of  school  plant 

Main  duties  of  district  boards  and  their  executive  officers,  district 
superintendents 

1  Appoint  teachers 

2  Supervise  and  care  for  buildings,  grounds  and  equipment 
4  Adopt  courses  of  study  and  text  books 

There  is  no  conflict  of  authority  here.     Each  board  and  each  superin- 
tendent has  definite  duties 


Ill     CERTIFICATION  OF  TEACHERS 


The  present  system 

Certificates  to  teachers  in  Ohio  are  granted  by  169  separate  author- 
ities as  follows:  the  state  Superintendent  of  Public  Instruction, 
the  State  Board  of  School  Examiners,  80  city  boards  of  school  ex- 
aminers and  88  county  boards  of  school  examiners.  The  last  2 
kinds  of  board  are  of  limited  jurisdiction 

These  various  authorities  grant  58  kinds  of  certificates.  The  chart 
shows  them  graphically 

In  1911-1912  it  cost  $65,503.73  gross,  to  conduct  city  and  county  teachers' 
examinations.  Each  application  costs  $1.29.  The  total  net  cost,  deduct- 
ing fees  paid  by  teachers  into  the  county  or  city  treasuries,  was,  as 
nearly  as  can  be  estimated  from  the  1912  report,  $40,650.28  or  about 
80  cents  per  application 

Three  examiners  for  each  county  are  appointed  by  the  probate  judge  of 
the  various  counties  and  serve  3  years  each 

The  examinations  are  entirely  written.  There  is  no  practical  testing 
of  applicants  in  actual  teaching 

Graduates  of  normal  schools  and  normal  colleges  must  take  examina- 
tions in  all  subjects  required  of  the  applicants  to  obtain  four  year 
provisional  certificates 

The  examinations  of  Ohio  put  a  premium  on 

So  called  review  courses  in  summer  schools     (See  chapter  VI) 
Unattached   summer    schools    without    facilities    for   teaching,    whose 

business  is  frankly  the  preparation  of  teachers  to  pass  examinations 
Coaching  courses  given  by  individuals,  either  personally  or  by  mail 
Books  and  pamphlets  containing  "The  stuff  that  examinations  are 

made  of"  as  it  is  aptly  expressed  by  one  advertiser 
Filling  pages   of   our   educational   magazines   with   advertisements   of 

such  helps,  copies  of  county  examination  papers  and  answers  thereto 
The  publication  of  lists  of  examination  papers  covering  a  term  of  years 
In  general  "cramming"  for  examination  rather  than  preparing  for 

teaching 

(46) 


CERTIFICATION    OF   TEACHKKS 


47 


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48  OHIO   STATE   SCHOOL   SURVEY   REPORT 

The  examination  system  of  Ohio,  on  account  of  its  over  emphasis  on 
the  informational  side  of  education  tends  to  vitiate  the  standards  of 
teachers,  parents  and  pupils  as  to  what  true  teaching  and  real 
education  are,  thus  affecting  adversely  the  educative  process  as  a 
whole 

By  lowering  the  average  level  of  class  room  instruction  in  normal 
and  particularly  summer  schools  (See  Chapter  VI) 

By  selecting  teachers  who  are  prepared  to  pass  examinations  but 
are  not  necessarily  prepared  to  teach  children,  and  who  tend  to 
use  on  the  pupils  the  method  which  has  been  so  successfully  used 
on  them 

By  perpetuating  traditional  methods  of  instruction  (sometimes  very 
crude,  such  as  the  A  B  C  method  of  teaching  reading)  passed 
on  from  teacher  to  pupil  who  in  turn  becomes  teacher  and  passes 
them  on  to  another  generation  of  pupils  (See  Chapter  VII) 

Distribution  of  the  various  grades  of  certificates 

While  on  account  of  the  small  number  of  schools  surveyed,  other  than 
rural  schools,  the  figures  from  the  field  survey  and  the  teachers'  in- 
stitutes do  not  agree  throughout,  yet  the  figures  relating  to  the  one 
room  township  schools  coincide  remarkably  in  the  2  tables.  This 
is  a  strong  indication  of  the  representative  character  of  the  schools 
actually  surveyed.  On  account  of  the  larger  fact  basis  the  figures 
from  the  second  table,  as  far  as  they  refer  to  centralized  schools  and 
schools  in  special  and  village  districts,  are  undoubtedly  preferable 

The  study  indicates  that  throughout  the  state  teachers  are  teaching  on 
one  year  certificates  in 

58%  of  the  one  room  rural  schools 

32%  of  the  centralized  schools 

29%  of  the  special  district  schools 

27%  of  the  village  elementary  schools 

14%  of  the  small  city  elementary  schools 

12%  of  the  high  schools 
Of  the  beginners,  91.5%  are  teaching  on  one  year  certificates 


CERTIFICATION    OF   TEACHERS 


49 


CERTIFICATES   HELD   BY   608   TEACHERS   WHOSE   SCHOOLS 
WERE   SURVEYED 


Township 

Special 
District 

Village 

High 
School 

One  Room 

Centralized 

Number    of    teachers 
visited 

592 
541 

26 
17 

13 
9 

25 
22 

34 
19 

Number     of    teachers 
reported  on  

Kind  of  certificate 

«. 
Percents 

One  year              .      ... 

58.4 
26.2 
7.4 
4.4 
2.0 
1.5 

41.2 
23.5 

55.6 
44.4 

40.9 
36.4 
13.6 
4.5 
4.5 

13.2 

7.9 
21.1 
13.2 
13.2 
31.6 

Two  year 

Three  year 

Five  year 

17.6 
5.9 

11.7 

Eight  year 

Life 

4    s.  s. 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


rt       £ 

I    3 


CQ 


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Percents 

h-          CO          CT>           CO          LQ 
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CERTIFICATION    OF   TEACHERS  5! 


Constructive  suggestions 

That  the  system  of  certifying  teachers  may  be  made  less  cumbersome 
and  more  effective  in  testing  ability  to  teach,  the  following  sugges- 
tions are  made: 

That  every  examination  consists  of  2  parts,  a  written  examina- 
tion to  test  the  academic  and  professional  knowledge  of  the  ap- 
plicant, and  an  actual  test  of  the  candidate's  teaching 

That  the  practical  examination  consist  of  a  classroom  test  in  each 
of  3  subjects  of  instruction-  (unless  the  examination  be  for 
a  special  certificate  when  3  tests  in  i  subject  will  be  suffi- 
cient) made  at  any  time  during  the  preceding  year  by  a  member 
of  the  board  of  examiners  or  a  local  supervisor  or  teacher  of 
method  authorized  so  to  do  by  the  board,  and  that  the  state 
Superintendent  of  Public  Instruction  prescribe  the  forms  for 
such  examination 

That  in  the  case  of  applicants  who  have  never  taught  the  practical 
examination  may  be  taken  in  the  practice  department  of  any 
recognized  summer  school  and  that  if  they  have  already  passed 
their  written  examination  they  may  be  granted  certificates  im- 
mediately on  passing  the  practical  examination 

That  boards  of  examiners  no  longer  be  appointed  by  probate 
judges,  but  by  county  boards  of  education  elected  by  the  people 

That  county  boards  of  school  examiners  consist  of  3  members, 
the  county  superintendent,  a  district  superintendent,  and  a 
teacher  selected  from  the  county  at  large  but  holding  at  least  a 
state  elementary  certificate 

That  the  number  of  varieties  of  teacher's  certificates  be  cut  down 
from  58  to  32  by 

1  Abolishing  two  year,  five  year  and  eight  year  certificates  of 
all  kinds 

2  Abolishing  county  primary  certificates 

That  the  requirements  regarding  professional  training  as  a  pre- 
requisite for  certification  be  progessively  increased  according  to 
a  schedule  similar  to  the  following : 


52  OHIO    STATE    SCHOOL    SURVEY    REPORT 

Minimum  prerequisite  professional  training  for  one  year  certifi- 
cates 

1915  70  hours  classroom  instruction  in  professional  subjects  and  15 
hours  practice  teaching  in  a  recognized  institution  for  the  train- 
ing of  teachers,  maintaining  a  practice  department 

1916  140  hours  classroom  instruction  arid  30  hours  practice  teach- 
ing in  a  recognized  institution  for  the  training  of  teachers, 
maintaining  a  practice  department 

1917  210  hours  classroom  instruction  and  45  hours  practice  teach- 
ing in  a  recognized  school  for  the  training  of  teachers  main- 
taining a  practice  department 

1918  280  hours  classroom  instruction  in  a  recognized  school   for 
the  training  of  teachers,  maintaining  a  practice  department 

1919  350   hours   in   classroom   instruction   in   a   recognized   school 
for   the   training   of   teachers,   maintaining   a   practice    de- 
partment 

1920  420   hours   in   classroom   instruction   in   a   recognized   school 
for   the    training   of    teachers,    maintaining   a    practice    de- 
partment 

Minimum  prerequisite  professional  training  for  three  year  cer- 
tificates 

1915  140  hours  classroom  instruction  and  30  hours  practice  teaching 
in  a  recognized  school  for  the  training  of  teachers,  maintaining 
a  practice  department 

1916  210  hours  classroom  instruction  and  45  hours  practice  teaching 
in  a  recognized  school  for 'the  training  of  teachers,  maintaining 
a  practice  department 

1917  280  hours   of   classroom   instruction   in   a   recognized   school 
for  the  training  of  teachers,  maintaining  a  practice  depart- 
ment 

1918  350  hours   of   classroom   instruction   in   a   recognized   school 
for  the  training  of  teachers,  maintaining  a  practice  depart- 
ment 

1919  420  hours   of   classroom   instruction   in   a   recognized   school 
for  the  training  of  teachers,  maintaining  a  practice  depart- 
ment 


CERTIFICATION    OF   TEACHERS  53 

Minimum  prerequisite  professional  training  for  life  certificates 

1915  35°  hours   of  classroom   instruction   in   a   recognized   school 
for  the  training  of  teachers,  maintaining  a  practice  depart- 
partment 

1916  A  one  year  regular  course  or  its  equivalent  in  summer  in  a 
recognized  institution  for  the  training  of  teachers 

1917  A  two  years  regular  course  or  its  equivalent  in   summer 
school    work,    for    an    elementary    certificate,    and    a  four 
year  college  course  in  a  recognized  institution,  the  course 
to  include  a  minimum  of  500  hours  of  professional  instruc- 
tion and  70  hours  class  room  practice,  or  a  four  year  course 
in  a  recognized  normal  college,  for  a  high  school  certificate 

That  the  state  Superintendent  of  Public  Instruction  establish  for 
normal  schools,  normal  colleges,  colleges  of  liberal  arts  giving 
training  to  teachers,  standards  of  equipment,  teaching  force, 
character  and  amount  of  professional  instruction  and  character 
and  amount  of  practice  teaching;  that  he  inspect  at  least  twice 
a  year  all  state  institutions  giving  teachers  training  and  all 
private  institutions  requesting  inspection,  and  that  he  publish 
a  list  of  institutions  coming  up  to  the  required  standards,  such 
list  to  be  known  as  the  recognized  list 

That  not  more  than  i  one-year  and  not  more  than  i  three-year  cer- 
tificate be  issued  to  any  i  teacher  and  that  one-year  certificates  be 
renewable  twice  and  three-year  certificates  once  only 

That  candidates  for  life  certificates  must  have  had  at  least  7  years  of 
previous  successful  teaching  experience  if  not  normal  school  grad- 
uates, or  not  less  than  4  if  normal  school  or  normal  college  graduates 
or  graduates  of  liberal,  arts  colleges  on  the  recognized  list 

That  the  state  Superintendent  of  Public  Instruction  be  authorized 
to  issue  emergency  certificates  for  a  term  not  longer  than  i 
year  in  counties  where  there  is  a  temporary  shortage  of  teachers, 
to  teachers  who  have  held  one  year  certificates  for  2  years  but 
have  not  qualified  for  a  higher  certificate  or  to  teachers  who 
have  held  a  three  year  certificate  for  6  years  and  have  not  qualified 
for  a  higher  certificate 

That  five  and  eight  year  certificates  now  in  force  be  continued  in 
force  until  the  end  of  their  terms  and  that  they  be  renewable 
on  proof  that  the  holders  have  taught  successfully  up  to  the  time 
of  renewal 


54  OHIO    STATE    SCHOOL    SURVEY    REPORT 

That  teachers  who  hold  two  or  three  year  primary  or  elementary 
certificates  at  the  time  of  the  passage  of  this  law  and  who  pro- 
duce satisfactory  evidence  of  5  years'  successful  teaching  expe- 
rience shall  have  their  certificates  renewed  by  the  boards  of 
county  examiners  so  long  as  they  continue  to  do  satisfactory  work 
as  teachers 


IV     ACADEMIC  TRAINING  OF  TEACHERS  NOW 

IN  SERVICE 


Present  conditions 

Large  numbers  of  teachers  in  rural  schools  have  a  very  meagre 
academic  training,  probably  not  over  50%  being  graduates  of  high 
schools  and  not  less  than  18%  having  no  education  beyond  the  ele- 
mentary grades 

Teachers  in  elementary  schools  of  village  districts  on  the  average 
have  insufficient  academic  education,  probably  not  over  50%  of  these 
being  high  school  graduates  and  not  less  than  16%  having  no  edu- 
cation beyond  the  elementary  grades 

Teachers  in  the  elementary  schools  of  many  small  cities  have  insuffi- 
cient academic  training,  probably  as  high  as  31%  not  being  high 
school  graduates 

Teachers  in  high  schools  in  township,  special,  village  and  small  city 
districts  have  insufficient  academic  training,  probably  as  high  as 
60%  not  being  college  graduates  and  as  high  as  19%  not  being 
high  school  graduates 


OHIO   STATE   SCHOOL   SURVEY    REPORT 


THE   ACADEMIC   TRAINING   OF   TEACHERS   WHOSE   SCHOOLS 
WERE    SURVEYED 


Township 

Special 
District 

Village 

High 
School 

One  Room 

Centralized 

Number    of    teachers 
visited  

592 
404 

26 
18 

13 

7 

25 
14 

34 
32 

Number    of    teachers 
reported  on 

Amount   of   academic 
training 

Percents 

College  graduates  
Having   some   college 
training     but     not 
graduates 

1.0 

8.9 

43.1 

*39.3 
5.4 
2.2 

27.8 

33.3 
16.7 

22.2 

14.3 

14.3 

21.4 
50.0 

7.1 

59.4 

21.9 
9.4 

6.2 

High  school  graduates 
Having    some     high 
school  training  but 
not  graduates 

14.3 
42.8 
14.3 
14.3 

Having    no    academic 
training   above    the 
8th  grade 

Having    less    than    8 
years'     avademic 
training 

7.1 

3.1 

*This  percentage  includes  6.4%  who  had  gone  more  than  8  years  to  an 
elementary  school  but  had  not  attended  a  high  school 


ACADEMIC   TRAINING   OF   TEACHERS 


57 


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OHIO    STATE    SCHOOL    SURVEY    REPORT 


Academic  Training  of  7645  Teachers 
attending  Teachers1  Institutes  in 


One  Room    Township  Schools 


Centralized  and  Consolidated  5chooh 


Special  District  Schools 


Village  Elementary  Schools 


City  Elementary  Schools  (Small  Cities) 


Beginners  ^New  Teachers  -September  1^15) 


DAt  least  1  year  college  training  •  Less  thaiuyears  High  School 
^      years  Hi£h  School  •  No  training  above 6th  grade. 


Constructive  suggestions 

In  order  that  all  school  children  in  Ohio  may  receive  instruction  from 
teachers  with  at  least  a  fair  minimum  academic  training,  it  is 
recommended  that 

The  standard  of  academic  training  required  of  candidates  for  teach- 
ers' certificates  be  progressively  increased  over  a  term  of  years, 
until  by  the  year  1920  at  least  2  years  of  high  school  training 
be  required  for  all  elementary  certificates  in  all  kinds  of  districts, 
and  4  years  of  high  school  training  for  all  high  school  certificates 
in  all  kinds  of  districts 

A  premium  be  placed  on  high  school  and  college  education  by 

i     Exempting  graduates  of  first  grade  high  schools,  who  have 
made  an  average  standing  equivalent  to  80%  or  over,  from 


ACADEMIC    TRAINING    OF    TEACHERS  59 

examination  in  academic  subjects  at  county  examinations  for 
one  and  three  year  county  certificates 

Exempting  from  examination  for  one  and  three  year  certifi- 
cates any  graduate  of  any  college  of  liberal  arts  supported  in 
whole  or  in  part  by  the  state,  who  has  made  an  average  of 
80%  in  the  work  of  his  final  year 

Giving  similar  exemptions  to  graduates  of  all  other  liberal 
arts  colleges  in  the  state  which  apply  for  examination  by  the 
state  Superintendent  of  Public  Instruction,  and  which  fulfill 
the  printed  requirements  issued  by  the  state  Superintendent 
of  Public  Instruction  to  all  degree-granting  institutions  iu 
the  state 


V  TEACHING  EXPERIENCE  AND  TENURE  OF 
OFFICE  OF  TEACHERS  NOW  IN  SERVICE 


The  length  of  teaching  experience  of  the  teachers  in  the  one  room  town- 
ship schools  surveyed  is  considerably  above  the  average  as  less  than 
12%  of  them  have  had  less  than  i  year's. experience 

Exactly  60%.  of  the  teachers  in  one  room  rural  schools  had  taught  5 
years  or  less.  All  other  types  of  schools  had  fewer  beginners  in  ser- 
vice 

Of  7,954  teachers  who  attended  teachers'  institutes  in  1913,  15.4%  were 
beginners  in  service.  These  teachers  were  from  all  types  of  schools 
including- villages,  small  city  schools  and  high  schools  where  changes 
are  comparatively  infrequent.  As  large  numbers  of  beginners  natu- 
rally do  not  attend  teachers'  institutes  in  the  summer  before  they  begin 
service,  the  true  percentage  of  beginners  is  much  higher 

The  figures  indicate  that  the  rural  school  districts  have  to  bear  more 
than  their  share  of  the  burden  of  giving  experience  to  beginners  to 
the  manifest  advantage  of  city  and  village  districts 

This  condition  can  be  corrected  only  by 

1  Greater  money  reward  for  teaching  in  the  country 

2  Better  organization  of  rural  life  for  social  purposes 

3  More  privacy  and  opportunity  to  study  for  the  teacher  in  rural 
districts 

In  the  one  room  township  schools  surveyed  50  of  the  teachers  were 
teaching  in  those  schools  for  the  first  time.  That  is,  half  the  teach- 
ers visited  had  changed  their  schools  at  the  end  of  the  previous 
terms  or  were  just  beginning  to  teach.  The  record  was  little 
better  for  village  elementary  and  for  high  schools 

Frequent  changing  in  the  teaching  force  is  a  heavy  burden  for  any 
school.  Increased  salaries  and  better  social  organization  would 
go  far  to  remedy  the  difficulty 

(60) 


EXPERIENCE   OF   TEACHERS 


6l 


TEACHING  EXPERIENCE  OF  TEACHERS  WHOSE  SCHOOLS  WERE 

SURVEYED 


Township 

Special 
District 

Village 

* 

High 
School 

One  Room 

r  Centralized 

Number    of    teachers 
visited  

592 
571 

26 
19 

13 
13 

25 
23 

34 
33 

Number    of    teachers 
reported    on       

Length     of     previous 
experience  in  years 

Percents 

None  .  . 

11.7 
15.9 
16.3 
16.1 

60.0 
14.6 

12.4 
13.0 

3.0 

6.1 
6.1 
27.3 

42.5 
27.3 

21.2 
9.1 

One 

21.1 
21.1 
15.7 

57.9 
21.1 

21.1 

7.7 

21.7 
17.4 
^17.4 

56.5 
13.0 

13.0 

Two 

Three  to  five  inclusive 

None  to  five  inclusive. 
Six  to  ten  inclusive.. 
Eleven  to  twenty  in- 
clusive 

7.7 

15.4 
76.9 

Over  twenty     

TEACHING  EXPERIENCE  OF  7954  TEACHERS  WHO  ATTENDED 
COUNTY  INSTITUTES 

Experience  in  Years  Percents 

None   15.4 

One    13 . 3 

Two 10.8 

Three  to  five  inclusive . . .- 21 .8 

None  to  five  inclusive 61 . 3 

Six  to  ten  inclusive 16.8 

Eleven  to  twenty  inclusive 14 . 2 

Over  twenty  7.7 


Teaching  Experience  of  79^4  Teachers  Attending 
County  Teachers'  Institutes  in 


None 

1  year 

2years 

3-5  yrs. 

0-5yrs. 

6-10yrs. 

IL-ZOyn 

Over20yn. 

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Each  dot  represents  1O  .teachers, 


62 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


TENURE  OF  OFFICE  OF  TEACHERS  WHOSE  SCHOOLS  WERE  SURVEYED 


- 
" 

Township 

Special 
District 

Village 
Elemen- 
tary 

High 
School 

One  Room 

Centralized 

Number    of    teachers 
visited 

592 
480 

26 
17 

13 
9 

25 
16 

34 
31 

Number    of    teachers 
reported   on    

Length  of  service  in 
years  in  present 
schools  previous  to 
survey 


Percents 


None  

50  0 

35  3 

50  0 

45  2 

One  
Two 

20.6 
9  8 

35.3 
17  6 

22.2 
11  1 

6.2 
fi  2 

16.1 
q   7 

Three  to  five  inclusive 
Over  five  

5.6 
13  6 

•11.8 

11.5 

55  6 

18.7 
18  8 

19.3 

9  7 

Constructive  suggestions 

As  the  conditions  outlined  are  largely  of  economic  origin,  and  as  more 
and  more  academic  and  professional  training  is  being  required  of 
teachers,  it  will  be  necessary  for  the  state  and  the  various  kinds  of 
school  districts  to  provide  more  liberally  for  teachers'  salaries.  It  is 
therefore  recommended  that 

Boards  of  education  be  required  by  law  to  put  their  teaching  forces 
on  a  salary  schedule  based  on  length  of  service,  amount  of  profes- 
sional training  and  success  as  teachers 

The  minimum  salary  for  teachers  who  have  had  90  hours  of  pro- 
fessional training,  or  over,  as  certified  to  by  the  county  superin- 
tendent, be  $45 


VI     PROFESSIONAL  TRAINING  OF  TEACHERS 


Professional  training  of  527  teachers  in  schools  act- 
ually surveyed  and  of  8286  teachers  enrolled 
in  teachers'  institutes  in  1913 

Of  the  teachers  whose  schools  were  surveyed  47.5%,  and  of  the 
teachers  in  teachers'  institutes  48.5^  had  had  no  professional  train- 
ing whatever.  The  close  correspondence  is  an  indication  of  the 
representative  nature  of  the  schools  surveyed 

From  24  (7f  to  33%  of  the  teachers  in  other  kinds  of  schools  have  no 
professional  training,  according  to  returns  from  teachers'  institutes 

Of  the  beginners  in  September,  1913,  71.4%  had  had  no  professional 

training 
Summer  courses  provided  the  only  professional  training  to 

53%  of  rural  school  teachers  having  professional  training 

46%  of  such  teachers  in  centralized  schools 

35%  of  such  teachers  in  village  schools 

2*8%  of  such  teachers  in  high  schools 

AMOUNT  OF  PROFESSIONAL  TRAINING  OF  TEACHERS  WHOSE 
SCHOOLS  WERE  SURVEYED 


Township 

Special 

High 

Village 

District 

School 

One  Room 

Centralized 

Number  teachers   vis- 

ited 

592 

26 

13 

25 

34 

Number  reported  on.  . 

461 

10 

6 

19 

31 

Amount  of  professional 

•    training   in   years                                                 Percents 

1 

•    1 

Xone                

47.5 

10.0 

50.0               10.5 

19  4 

Less  than  one 

23  2 

40   0 

15  8 

12  9 

One               .  .          .... 

14.1                   20.0 

16.7 

21.0 

16.1 

Two                        

6.3                   30.0               16.7               26.3 

22.6 

Three  to  five 

8  8 

16  7 

26  3 

29  0 

(63) 


64 


OHIO   STATE   SCHOOL   SURVEY   REPORT 


CHARACTER    OF    PROFESSIONAL    TRAINING    OF    TRAINED    TEACHERS 

WHOSE   SCHOOLS   WERE    SURVEYED    (EXACT   AMOUNT   OF 

EACH  KIND  NOT  GIVEN) 


Township 

;  Special 
District 

Village 

High 
School 

One  Room 

Centralized 

Number  teachers  vis- 
ited    

592 
281 

26 
13 

13 
2 

25 
20 

34 
25 

Number  reported  on.. 

Kind  of  training 

Percents 

Summer  courses     .... 

53.0 
34.5 
9.9 
2.6 

46.1 
30.8 
15.4 

7.7 

* 
* 
* 
* 

35.0 

40.0 
25.0 

28.0 
28.0 
40.0 
4.0 

Normal               .... 

College                  

Other       

*Inadequate  data 

THE    PROFESSIONAL   TRAINING   OF   8286   TEACHERS   WHO    ATTENDED 
TEACHERS'   INSTITUTES   IN   1913 


- 

Township 

Special 
District 

Village 
Elemen- 
tary 

High 
School 

Beginners 
Septem- 
ber, 1913 

One 
Room 

Central- 
ized 

Number  reporting.  . 

3848 

244 

429 

1537 

1019 

1209 

Amount    of    profes- 
sional training 

Percents 

None  

48.5 
12.3 
20.3 

9.0 
4.2 
1.3 
.8 
3.6 

33.6 

18.0 
21.3 

16.0 
2.5 
1.2 
2.5 

2.9 
' 

29.1 
17.0 
17.5 

16.6 
8.2 
2.1 
2.6 
7.0 

25.4 
24.0 
21.0 

13.7 
7.2 
2.0 
1.6 
5.1  • 

24.8 
12.8 
8.5 

18.6 
11.1 
8.2 
12.4 
3.6 

7t.4 
2.4 
14.3 

5.2 
3.0 
.5 
1.0 
2.1 

One  summer  term  .  . 
Two  summer  terms. 
One  year  in  a  pro- 
fessional   school.. 
Two  years  in  a  pro- 
fessional school.  . 
Three  years  in  a  pro- 
fessional school  .  . 
Four  years  in  a  pro- 
fessional school.  . 
Some,    amount   not 
specified   

PROFESSIONAL   TRAINING    OF    TEACHERS 


Professional  Training  of  6266  Teachers  attending 
Teachers1  Institutes  in 


One 

Room 

Township 


Centralized 

and 

Consolidate! 


Special 
District 


Village 
Elementary 


rfeh 


Scnool 


Beginners 
September 
191  3 


111111 


11111111 

•  No  professional  training  miOne  or  more,  terms  at  Summer  Schools. 
CU  One  or  more  years  at  Professional  School . 


College  of  Education  of  Ohio  State  University 

Scope  of  survey 

Three  and  a  half  days  were  given  to  inspection  of  class  room  instruc- 
tion. Sixteen  exercises  were  observed  and  stenographic  notes  were 
taken  during  the  lectures,  and  on  transcripts  of  these,  the  analysis  of 
cl ..ssroom  instruction  was  based.  The  dean  of  the  college  of  education 
and  the  various  professors  visited,  gave  fullest  cooperation 

Organization 

The  accompanying  chart,  compiled  by  the  dean  of  the  college  of  educa- 
tion indicates  the  relation  of  the  college  to  the  university 

The  chart  and  study  on  the  ground  through  conferences  show  that 
5    s.  s. 


66 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


PROFESSIONAL    TRAINING    OF    TEACHERS  67 

The  form  of  university  organization  gives  the  college  little  control 
over  special  method  where  the  subject  matter  is  taught  by  professors 
whose  main  work  lies  in  other  colleges.  These  professors  naturally 
are  selected  on  account  of  eminence  in  subject  matter  and  research 
rather  than  on  account  of  knowledge  of  method  of  presentation  in 
secondary  schools 

There  is  practically  no  supervision,  cooperative  or  otherwise,  of  in- 
struction in  classes  attended  by  students  of  the  college  of  education. 
This  is  not  of  course  a  condition  peculiar  to  this  institution 

There  is  no  real  organic  relation  between  the  instructors  in  general 
professional  subjects  and  the  teachers  of  subject  matter  and  special 
method 

In  fine,  the  college  controls  but  a  fraction  of  the  domain  which  naturally 
belongs  to  it 

Classroom  instruction 
The  material  of  instruction 

The  material  offered  by  instructors  was  extremely  well  adapted  to  the 
capacity  of  the  students  in  all  16  exercises  seen 

The  adaptation  of  material  to  the  needs  of  students  was  excellent  in  15 
cases  out  of  16 

Instructors  definitely  related  the  material  to  the  experience  and  knowl- 
edge of  students  notably  well  in  9  cases,  fairly  well  in  6  and  but 
slightly  in  I 

Instructors  related  the  material  to  future  problems  of  students  notably 
well  in  12  cases,  fairly  well  in  3  and  but  slightly  in  i 

Assignments 

In  4  recitations  assignments  were  made  by  topic  and  in  3  by  definite 
problems.  Assignments  were  notably  definite  in  5  cases  and  ex- 
tremely indefinite  in  3.  In  I  case  no  assignment  was  made  and  in 

2  it  was  made  hastily  at  dismissal 

Habit  formation 

Instructors  demanded  and  obtained  accuracy  in  statement  on  the  part 
of  students  notably  well  in  10  cases,  fairly  well  in  4  cases,  and  failed 
in  this  respect  in  2  cases 

Instructors  insisted  on  clearness  and  definiteness  of  statement  notably 
well  in  7  cases,  fairly'  well  in  6  cases  and  failed  in  this  respect  in 

3  cases 

Most  instructors  did  not  need  to  correct  students  for  slovenly  expres- 
sion. One  instructor  was  particularly  noteworthy  for  the  effective- 


68  OHIO    STATE    SCHOOL    SURVEY    REPORT 

ness  of  his  work  in  this  respect,  while  in  2  exercises,  i  in  English, 
the  instructor  failed  to  note  serious  defects  in  expression 

The  interplay  of  question  and  answer  was  notably  good  in  5  cases, 
poor  or  entirely  absent  in  5 

Of  796  questions  asked  by  instructors  in  16  exercises  156  or  about 
20%  were  thought-provoking,  and  640  called  for  statements  of  fact. 
Fifty-seven  questions  or  about  7%  of  the  total  unnecessarily  sug- 
gested the  answer 

Of  742  responses  given  by  students,  76  or  about  10%  were  yes  or  no 
answers,  325  were  phrase  responses,  306  sentence  responses,  and 
36  were  fluent  recitations  involving  several  sentences.  There  were 
no  true  topical  recitations.  To  76  questions  of  instructors  there 
were  no  responses 

There  was  notably  good  student  cooperation  through  question  and 
answer  in  7  exercises;  students  freely  volunteered  questions  in  i 
exercise,  and  occasionally  asked  questions  in  7  others.  In  no  recita- 
tion did  open  discussion  take  a  large  part  although  there  was  some 
discussion  in  2  cases 

The  share  of  the  students  in  recitation  varied  from  3%  in  English  and 
5%  in  art  to  27%  in  the  history  of  education,  28%  in  rhetoric,  and 
29%  in  school  administration 

Mannerisms 

The  most  frequent  mannerisms  were  the  unnecessary  repetition  of 
answers  and  the  answering  of  their  own  questions  by  instructors. 
Two  instructors  were  particularly  addicted  to  these  habits 

Summary 

The  atmosphere  of  all  classes  visited  was  excellent 

Much  of  the  teaching  observed  was  worthy  of  imitation  by  student 

teachers 

Not  less  attention  to  subject  matter,  but  somewhat  more  attention 
to  method  of  presentation  is  desirable 

Source  and  destination  of  students 

In  May,  1913,  72  students  of  the  college  of  education  filled  out  cards 
calling  for  previous  training  and  experience  and  proposed  career 
after  graduation.     Thirty  students  had  had  experience  in  teaching 
before  entering  the  college : 
Of  20  students  prepared  entirely  in  city  schools  n  desired  to  teach 

in  high  school  or  college,  8  wished  to  teach  specialties  and  i  had 

decided  to  enter  elementary  school  work 


PROFESSIONAL    TRAINING    OF    TEACHERS  69 

No  student  had  been  prepared  entirely  in  rural  schools.  Of  9  who 
had  been  partially  prepared  in  such  schools,  none  expressed  a 
desire  to  go  back  to  the  country  to  teach 

The  function  of  the  college  of  education  is  well  defined.  Most  of  its 
product  goes  at  present  to  high  schools  in  cities  and  villages 

Physical  condition 

Two  of  the  lectures  visited  were  being  held  in  rooms  which  no 
self-respecting  university  should  be  required  to  use  for  lecture  pur- 
poses. One  of  these  was  almost  directly  over  a  machine  shop,  from 
which  the  constant  noise  and  smell  of  oil  were  unpleasant.  The 
approach  to  this  room  was  up  a  very  narrow  stairway.  The  entry 
was  small  and  dirty,  the  walls  grimy,  the  light  insufficient  and  part 
of  the  space  was  taken  up  with  hose  and  various  agricultural  im- 
plements 

One  of  the  leading  authorities  in  America  on  the  history  of  education 
was  lecturing  in  this  room  which  appears  to  be  the  only  one  given 
up  to  the  exclusive  use  of  the  college  of  education 

The  other  room  was  in  a  basement,  which  was  dark  and  unattractive. 
This  room  is  also  used  for  a  committee  room.  The  lecture  observed 
in  this  room  was  one  on  rural  economics.  Many  one  room  rural 
schools  offer  more  cheerful  and  sanitary  surroundings  to 
teachers  and  pupils.  None  of  the  classrooms  in  the  building,  where 
most  of  the  lectures  are  held,  could  compare  with  class  rooms  in 
high  schools,  in  many  township,  village  and  city  districts.  Some 
of  these  class  rooms  were  also  used  by  students  taking  arts  and 
science  courses.  The  classes  in  domestic  science,  particularly  that 
in  fabrics,  were  much  too  crowded.  As  many  as  60  and  70  stu- 
dents occupy  a  room  not  too  large  for  30  or  35 

It  appears  that  equally  crowded  conditions  occur  in  other  colleges  where 
so-called  practical  courses  are  given.  However,  a  study  of  conditions 
in  these  colleges  was  not  undertaken  as  it  was  outside  of  the  scope  of 
the  survey 

Constructive  suggestions 

In  order  that  the  college  of  education  of  the  Ohio  State  University 
may  be  in  a  position  to  do  the  most  effective  work  possible  in  train- 
ing high  school  teachers  for  the  State  of  Ohio  the  following  recom- 
mendations are  made: 

i  That  in  those  departments  not  under  the  direct  control  of  the 
college  of  education  which  enroll  students  from  the  college  of 


70  OHIO    STATE    SCHOOL    SURVEY    REPORT 

education,  at  least  i  professor  each  shall  be  appointed  who  shall 
be  fitted  by  training  and  experience  to  teach  the  best  methods  of 
presentation  to  high  school  pupils  of  the  various  subject  matters 
in  these  departments 

2  That  a  modern  building  be  immediately  erected  for  the  house- 
ing  of  the  college  of  education  and  that  this  building  be  equipped 
with  all  the  necessary  appliances  and  apparatus  for  training  sup- 
erintendents, supervisors,  and  high  school  teachers 

3  That  a  system  of  cooperative  supervision  of  class  room  instruct- 
ion, in  all  classes  attended  by  students  of  the  college  of  educa- 
tion, be  at  once  inaugurated.     Such  an  arrangement  is  practically 
necessary  for  a  college  of  education  that  in  all  classes  students 
may  come  in  daily  contact  with  the  best  technique  in  the  various 
subjects  in  the  courses  of  study 

In  a  college  of  arts  and  science  the  teaching  process  is  a  means  to  an 
end.  In  a  technical  college  other  than  a  college  of  education  the 
teaching  process  is  only  a  means  to  an  end  and  that  end  has  no  im- 
mediate relation  to  the  teaching  process.  A  college  of  education 
on  the  other  hand  which  is  a  technical  school  is  not  only  interested 
in  the  teaching  process  as  a  means  to  an  end,  but  the  teaching  pro- 
cess is  also  an  end  in  itself.  The  teaching  must  not  only  be  good 
in  order  to  give  the  subject  matter  in  the  most  efficient  way,  but  it 
must  be  good  in  order  to  present  good  models  of  presentation  to 
and  develop  good  habits  of  presentation  in  the  student  body.  The 
position  of  the  student  in  the  college  of  education  is  unique  in  that 
he  is  not  only  learning  a  subject  matter,  but  learning  how  to  pre- 
sent the  subject  matter 

The  college  of  education  needs  greatly  to  be  strengthened  along  these 
lines  in  the  ways  indicated  above 

Cooperation  with  the  office  of  the  state  Superintendent  of  Public 
Instruction 

In  order  that  the  resources  of  the  College  of  Education  may  be 
made  available  to  the  office  of  the  state  Superintendent  of  Pub- 
lic Instruction  and  that  the  opportunities  for  service  offered  by 
the  office  of  the  state  Superintendent  of  Public  Instruction  may 
be  made  available  to  the  professors  and  students  of  the  college 
of  education  the  following  recommendations  are  made : 

That  a  department  of  Efficiency  Tests  and  Survey  be  established 
in  the  College  of  Education  which  shall  be  in  close  cooperation 


PROFESSIONAL   TRAINING    OF    TEACHERS  Jl 

with  the  proposed  Bureau  of  Efficiency  and  Economy  in  the  of- 
fice of  the  state  Superintendent  of  Public  Instruction 

That  the  college  department  of  Efficiency  Tests  and  Survey  be 
always  at  the  call  of  the  state  Superintendent  of  Public  Instruc- 
tion to  assist  him  in  working  out  efficiency  methods,  in  conduct- 
ing cooperative  surveys  for  which  requests  have  come  in  from 
the  field,  and  in  developing  the  clearing  house  feature  of  the 
office  of  the  state  Superintendent 

i 

That  the  opportunities  for  service  afforded  by  the  office  of  state 

Superintendent  of  Public  Instruction  be  always  available  to  the 
department  of  Efficiency  Tests  and  Survey  of  the  college 

Ohio  State  Normal  College  of  Ohio  University 

The  nature  and  extent  of  the  survey 

Kour  days  were  spent  in  actual  visitation  during  the  spring  term. 
Fifteen  exercises,  as  in  other  cases,  were  taken  in  shorthand  by  a 
court  stenographer  and  the  estimate  of  classroom  instruction  is 
based  on  a  close  analysis  of  this  material  combined  with  the  notes 
taken  by  the  director  of  survey  during  the  exercises 

Previous  to  the  survey,  the  director  of  survey  had  a  two-hour  con- 
ference with  the  president  of  the  university  who  gave  his  hearty 
cooperation  throughout.  After  the  survey  another  conference  was 
held  with  the  president 

The  dean  of  the  normal  college  also  spent  several  hours  with  the  di- 
rector and  assisted  in  making  a  schedule  of  visitation.  He  gave 
the  director  full  liberty  to  visit  any  and  all  exercises  of  the  college 

The  director  attended  and  addressed  a  chapel  exercise  and  spent  2 
evenings  in  conference  with  the  field  workers  from  Ohio  University. 
Conferences  aggregating  22  hours  were  held  with  the  president,  dean 
and  various  members  of  the  faculty 

Organization 

The  organization  of  the  normal  college  and  its  relation  to  the  university 
is  shown  clearly  in  the  accompanying  chart  which  was  prepared  with 
the  assistance  and  advice  of  the  president  of  the  university  and  the 
dean  of  the  normal  college 

The  chart  shows  that 

1  The  faculty  of  the  normal  college  has  no  separate  organization 

2  The  instructor  in  method  in  the  upper  4  grades  has   no  direct 
supervision  of  critic  teachers  in  these  grades 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


O'i 


•3*3 

g 


^ 


6 


^ 


£g 

1-5 


^ 


^^ 
S^ 


^3 


PROFESSIONAL   TRAINING    OF    TEACHERS  73 

3  That  teachers  of  special  method  have  no  stated  relation  to  critic 
or  student  teachers  in  the  practice  school 

i 

The  following  advance  steps  have  been  taken  since  the  college  opened 
in  September,  1913 

1  The  work  has  been  better  distributed  among  professors  and  the 
average  amount  of  instruction  has  been  decreased  after  a  careful 
study  and  amending  of  the  schedule.     At  the  present  time  the 
average  number  of  hours  per  week  per  staff  member  does  not 
exceed  14  hours 

2  The  size  of  the  classes  has  been  greatly  decreased  and  as  far  as 
possible   standardized,  by   dividmg  classes  where  this   could  be 
done   without  overloading  instructors.     The   larger  classes   are 
found  in  subjects  where  large  classes  are  least  objectionable.    At 
the  present  time  55%  of  the  classes  have  a  membership  of  less 
than  20,  33^4%  between  20  and  30,  6j4%  between  30  and  40,  and 
5%  of  40  or  over 

3  Plans  have  been  worked  out  to 

Abandon  small  cultural  classes  where  cultural  courses  of 
equivalent  value  are  open  to  students  without  overcrowding 

Give  electives  less  frequently,  but  sufficiently  often  to  give 
students  at  least  2  chances  at  each  elective  during  the  college 
course 

4  Since  the  beginning  of  the  fall  term,  the  professor  of  method  in 

the  college  has  been  made  responsible  for  the  supervision  of 
class  room  instruction  within  the  grammar  grades  while  the  prin- 
cipal of  the  practice  school  continues  as  formerly  in  charge  of 
instruction  in  the  primary  grades.  A  system  of  interdepart- 
mental conferences  is  to  be  inaugurated  for  the  interchange 
of  ideas  as  to  methods  in  relating  subjects.  An  effort  is  to  be 
made  to  strengthen  the  teaching  of  method  in  the  secondary 
practice  school  where  agriculture,  in  particular,  suffers  from 
a  lack  of  instruction  in  method 

These  are  important  steps  in  the  direct  line  of  progress 

Classroom  instruction 

The  material  of  instruction 

The  material  offered  by  the  instructors  was  notably  adapted  to  the 

capacity  of  the  student  body  in  14  cases  out  of  15 
The  adaptation  of  the  material  to  the  present  needs  of  the  students 

was  excellent  in  12  cases  out  of  15 


74  OHIO   STATE   SCHOOL   SURVEY    REPORT 

Instructors  related  the  material  offered  to  the  past  experience  and 
knowledge  of  the  students,  notably  well  in  8  cases  and  well  in  6 
cases  out  of  15 

Instructors  related  the  material  to  the  future  problems  of  students 
both  as  individuals  and  as  professional  men  and  women,  and 
brought  out  this  relation  in  class,  notably  well  in  9  cases,  some- 
what in  3  cases  and  not  at  all  in  3  cases.  In  4  lectures  out  of  15, 
careful  attention  was  given  to  distinct  professional  problems 

Assignments 

In  general  the  assignments  were  good.  In  2  cases  the  motivation  of 
assignments  by  problems  was  noteworthy.  In  no  cases  were  the 
assignments  merely  by  chapter  or  page.  The  making  of  some  of 
the  assignments  was  put  off  so  long  that  it  had  to  be  rapidly  done 
at  the  close  of  the  recitation,  but  this  was  undoubtedly  due  in  part 
to  the  presence  of  the  examiner.  In  other  cases  the  assignments 
were  missed  by  the  examiner  on  account  of  the  necessity  of  getting 
to  other  classes  on  time 

Habit  formation 

Instructors  demanded  and  obtained  exactness,  accuracy  and  truth- 
fulness of  statement  from  the  students  notably  well  in  7  cases, 
well  in  4  cases,  somewhat 'in  I  case  and  were  deficient  in  this  re- 
spect in  3  cases.  Instructors  allowed  2  errors  in  fact  to  pass  un- 
noticed 

Instructors  insisted  on  clearness  and  definiteness  of  statement  with 
notable  success  in  5  cases,  with  good  success  in  3  cases,  with  some 
success  in  2  cases  and  with  very  poor  success  in  3  cases.  In  the 
other  2  cases  there  was  neither  special  emphasis  nor  the  need  of  it 

In  general  students  used  excellent  English  while  reciting.  One 
instructor  failed  to  correct  slovenliness  in  expression  of  which 
cognizance  should  have  been  taken 

The  interplay  of  question  and  answer  was  usually  good.  In  6  ex- 
ercises the  questioning  of  the  instructor  was  notably  effective 
and  sufficient  in  amount  and  the  students  answered  well.  In  I 
exercise  numerous  questions  and  answers  were  given,  in  6  some 
questions  were  asked,  while  in  2  no  questions  were  asked  by 
either  instructor  or  students 

Of  the  822  questions  asked  in  the  15  exercises  analyzed  119  or 
over  14%  were  thought-provoking,  678  or  about  81%  were  ques- 
tions calling  for  statements  of  fact  and  25  were  unclassified. 
Eighty-nine  questions  or  about  10%  suggested  the  answers 


PROFESSIONAL   TRAINING    OF    TEACHERS  75 

Out  of  the  787  answers  given  by  students  in  the  fifteen  exercises 
analyzed,  92  or  about  12%  were  yes  and  no  answers;  463  or  about 
58%  were  word  and  phrase  responses ;  232  answers  or  about  30% 
contained  one  or  more  sentences  each  and  of  these  29  or  8.7% 
might  be  classed  as  fluent  recitations 

In  u  exercises  there  was  more  or  less  fluent  recitation.  In  2  cases 
particularly,  students  without  exception,  talked  well  and  to  the 
point.  In  4  recitations  there  was  either  absolutely  no  response 
by  students  or  merely  monosyllabic  answers  to  occasional  ques- 
tions 

Five  recitation  exercises  gave  room  for  open  discussion.  In  3 
others  the  nature  of  the  material  did  not  lend  itself  to  the  use  of 
this  method.  In  6  exercises,  however,  students  might  well  have 
been  given  opportunity  to  express  themselves  but  were  not 

In  2  recitations  under  the  same  professor  the  students  did  the  lec- 
turing. The  student  lecture  method  is  the  rule  in  these  classes. 
The  students  learn  to  think  on  their  feet  and  express  themselves 
well  and  the  assignments  are  carefully  made  by  the  instructor. 
But,  as  little  or  no  opportunity  is  given  to  students  to  question 
one  another,  and  as  the  instructor  asks  few  or  no  questions,  the 
contribution  of  each  does  not  become  the  property  of  all.  The 
pupil  lecture  method  without  being  supplemented  by  thorough 
discussion  and  searching  questioning,  has  led  in  this  case  to  a 
"pockety"  knowledge  of  the  subjects  studied  in  this  department 
judging  by  recitations  observed  in  other  courses  requiring  the  work 
of  this  department  as  a  prerequisite 

The  extreme  opposite  of  this  method  is  found  in  another  depart- 
ment where  4  lectures  were  heard  in  the  spring  and  summer 
sessions.  In  this  department  the  lecture  method  ruled  practically 
supreme.  When  questions  are  asked,  yes  and  no,  or  other  one 
word  answers,  are  usually  sufficient.  Questions  are  too  frequently 
addressed  to  the  class  as  a  whole  and  the  professor  often  proceeds 
without  waiting  for  an  answer 

Notably  well  balanced  topical  recitation  was  observed  in  one  de- 
partment 

The  share  of  students  in  the  recitations  varied  from  5%  in  sociology 
and  10%  in  history  to  48%  in  psychology  and  J2%  in  English 
literature 

Mannerisms 

The  most  frequent  mannerism  was  the  unnecessary  repetition  of 
the  students'  answers.  In  only  i  of  these  cases,  however,  was  the 


76  OHIO    STATE    SCHOOL    SURVEY    REPORT 

repetition  caused  by  indistinct  responses  from  the  class.     In  5  cases 
the  mannerism  was  rather  pronounced 

In  the  main,  instructors  stuck  to  the  subject  in  hand.  Two  pro- 
fessors, however,  spent  a  great  tfeal  of  time  in  irrelevant  and  un- 
necessary talk.  In  i  case  this  is  evidently  a  confirmed  mannerism 
as  it  appeared  in  each  of  4  exercises  heard 

Summary 

The  spirit  and  atmosphere  of  all  classes  visited  was  excellent 

The  technique  of  instruction  was  in  most  cases  of  a  high  order 

The  3  lessons  given  by  critic  teachers  were  of  a  particularly  high 
order  as  regards  skill  in  questioning,  choice  of  material  and  se- 
curing student  cooperation,  and  were  excellent  models  for  the 
student  body 

The  study  revealed  extremely  wide  divergence  in  method  of  pre- 
sentation ranging  from  the  unadulterated  lecture  to  the  student 
lecture,  extremes  which  are  out  of  place  in  a  professional  school 
for  the  training  of  teachers,  where  the  methods  used  by  the  pro- 
fessors are  naturally  regarded  by  the  student  body  as  more  or 
less  authoritative  and  worthy  of  emulation 

The  study  revealed  much  well  balanced  instruction  which  might 
be  a  good  influence  on  the  method  of  the  student  body 

Some  members  of  the  college  staff  show  mannerisms  and  slight 
mechanical  defects  in  technique  which  are  apparently  not  so  com- 
mon among  the  teachers  in  the  practice  school  and  which  might 
easily  be  corrected 

The  absence  of  systematic  supervision  of  the  class  room  instruction 
given  by  professors  in  the  college,  of  faculty  meetings  and  inter- 
departmental conferences,  make  it  extremely  difficult  to  strength- 
en the  weak  places  and  make  still  stronger  the  strong  places  in- 
dicated by  this  study 

The  character  of  the  work  indicates  that  it  is  as  unnecessary  as  it  is 
illogical  for  the  state  to  require  the  graduates  of  this  state  aided 
institution  for  training  teachers  to  pass  the  same  examination  as 
candidates  for  certificates  who  have  had  no  professional  training 

Source  and  destination  of  students 

In  May,  1913,  72  members  of  the  graduating  classes  of  the  four  and 
two  year  courses  filled  out  cards  calling  for  information  as  to 
previous  training  and  experience  as  well  as  proposed  career  after 
graduation.  Forty-two  of  these  had  no  previous  experience  teach- 
ing but  30  had  taught  previously 


PROFESSIONAL   TRAINING    OF    TEACHERS  77 

Students    in    the   two    year   course    without    previous    experience   in 
teaching 

Of  37  such  students  prepared  in  city  schools,  19  intended  to  take 
up  specialties  and  17  expected  to  do  regular  grade  work,  14  in 
the  city,  2  in  village  and  but  I  in  rural  districts 

Of  I  student  trained  entirely  and  14  trained  partly  in  rural  dis- 
tricts, but  2  were  willing  to  go  back  to  the  country  to  teach 

Students  in  the  two  year  course  with  previous  teaching  experience 

Of  7  students  trained  entirely  and  12  trained  partly  in  the  city, 
none  desired  to  teach  in  rural  districts 

Of  9  students  trained  entirely  and  31  trained  partly  in  rural  dis- 
tricts, only  i  desired  to  go  back  to  rural  schools  to  teach 

Students  in  the  four  year  course  without  previous  teaching  experience 
Of  13  students  prepared  in  the  city  in  whole  or  in  part,  4  wished  to 

teach  specialties  and  9  expected  to  teach  in  high  schools.     Two 

of  these  specified  city  high  schools 
Of   the   4   students   prepared   wholly   or   partly    in    rural    districts,    I 

wished  to  teach  a  specialty  and  3  desired  to  teach  in  high  schools. 

One  stated  a  preference  for  the  city 

Students  in  the  four  year  course  with  previous  experience 

Of  14  students  trained  wholly  or  partly  in  the  city,  5  wished  to 
teach  specialties  and  9  to  teach  in  high  schools.  One  preferred  a 
city  high  school 

Of  19  students  prepared  partly  in  rural  schools,  6  wished  to  teach 
specialties  and  13  preferred  high  school  positions.  Four  of  these 
preferred  city  high  schools  and  2  township  high  schools 

Summary 

Graduates  of  the  four  year  course  naturally  gravitate  toward  spe- 
cialties and  toward  high  school  positions  with  a  rather  strong 
preference  for  the  city.  Only  2  students  expressed  a  preference 
for  a  position  in  a  township  high  school 

Graduates  of  the  two  year  course,  irrespective  of  teaching  exper- 
ience, gravitate  toward  the  city,  although  those  who  receive  their 
preparation  in  the  rural  districts  are  apparently  more  likely  than 
city  trained  students,  to  choose  teaching  in  the  country  schools 

Positions  filled  by  graduates  of  the  college 

Of  ii  graduates  of  the  two  year  course  of  the  class  of  1910,  not  \ 
has  taught  in  a  rural  district.  Eight  are  now  teaching  in  city  schools, 
2  in  special  district  schools  and  I  has  left  the  profession 


78  OHIO    STATE    SCHOOL    SURVEY    REPORT 

Of  15  graduates  of  the  two  year  course  in  1911,  not  I  is  now  teach- 
ing in  a  one  room  rural  school ;  i  is  teaching  in  a  centralized  town- 
ship school,  10  are  teaching  in  city  elementary  schools,  I  is  teach- 
ing in  a  centralized  township  school,  I  is  teaching  in  a  village  high 
school,  and  I  has  married  and  left  the  profession 

Of  21  graduates  of  the  two  year  course  in  1912,  16  started  in  city 
elementary  schools,  2  in  village  schools,  I  in  a  consolidated  town- 
ship school,  and  I  in  a  one  room  rural  school 

Of  5  graduates  from  the  four  year  course  in  1910,  I  is  taking  graduate 
work,  3  are  teaching  in  high  school  and  i  is  teaching  in  a  university 

Summary 
Of  all  these  graduates  but  i  is  now  teaching  in  a  one  room  rural 

school 

In  1913,  of  46  graduates,  34  were  teaching  in  city  elementary  schools 
and  of  those  remaining,  4  were  teaching  in  high  schools  and  i  in 
a  university 

Only  2  graduates  since  1910  have  left  the  profession,  i  to  be  married 
Not  i  graduate  since  1910  has  left  the  profession  to  enter  another 
The  investment  of  the  state  in  the  normal  college  brings  magnificent 
returns  so  far  as  graded  elementary  schools  and  high  schools  are 
concerned,  but  the  institution  does  not  and  cannot  be  expected  to 
supply  the  demand  for  trained  teachers  in  rural  schools.  The 
course  for  rural  teachers  enrolling  last  year  129  students  is  doing 
excellent  work  under  an  experienced  teacher,  but  it  cannot  be  ex- 
pected to  supply  the  demand  in  southeastern  Ohio  even  if  there 
were  not  a  decided  tendency  for  students  to  leave  this  course  for 
others 

Constructive  suggestions 

While  the  historical  reason  for  not  having  any  separate  organization 
of  the  arts  college  and  normal  college  faculties  has  been  thoroughly 
valid,  the  time  has  undoubtedly  come  when  the  normal  college 
faculty,  while  continuing  to  meet  with  the  whole  university  faculty, 
should  be  allowed  a  distinct  organization  to  deal  with  distinctly 
normal  college  matters  such  as  supervision  of  class  room  instruc- 
tion and  cooperation  between  instructors  in  special  method  and 
those  in  practice  schools 

Some  scheme  should  be  worked  out  to  provide  for  cooperative  super- 
vision of  classroom  instruction  in  college  classes 

While  the  emphasis  from  the  method  standpoint  is  necessarily  dif- 
ferent in  college  instruction  from  the  emphasis  in  elementary  in- 
struction it  should  nevertheless  be  one  of  the  greatest  cares  of  the 


PROFESSIONAL   TRAINING   OF   TEACHERS  79 

normal  college  to  so  present  material  to  its  classes  as  to  reinforce 
and  not  oppose  the  instruction  given  to  normal  college  students  in 
the  practice  school  and  in  the  method  classes  of  the  college.  If 
difference  of  theory  arises  and  reconciliation  of  opposing  views  is 
impossible,  students  should  be  shown  clearly  the  bases  for  the  op- 
posing views  so  that  the  confusion  which  results  from  contradic- 
tory, dogmatic  instruction  may  be  obviated.  The  normal  college 
is  a  technical  school  and  the  technique  of  the  professional  staff 
should  be  of  the  very  highest  order 

Cooperation  with  the   office   of  the   state   Superintendent  of   Public 
Instruction 

In  order  that  the  resources  of  the  State  Normal  College  of  Ohio 
University  may  be  made  available  to  all  boards  of  education  in 
its  constituency  and  to  the  office  of  the  state  Superintendent  of 
Public  Instruction,  and  in  order  that  the  opportunity  for  service 
offered  by  the  office  of  the  state  Superintendent  of  Public  In- 
struction may  be  made  available  to  the  professors  and  students 
of  the  State  Normal  College  of  Ohio  University,  the  following 
recommendations  are  made: 

That  a  department  of  Efficiency  Tests  and  Survey  be  established 
in  the  State  Normal  College  which  shall  be  in  close  cooperation 
with  the  proposed  Bureau  of  Efficiency  and  Economy  in  the 
office  of  the  state  Superintendent  of  Public  Instruction  and 
shall  conduct  field  studies  and  apply  efficiency  tests  in  schools 
within  its  constituency 

That  the  college  department  of  Efficiency  Tests  and  Survey  be 
always  at  the  call  of  the  state  Superintendent  of  Public  Instruc- 
tion to  assist  him  in  working  out  efficiency  methods,  in  con- 
ducting cooperative  surveys  for  which  requests  have  come  in 
from  the  field,  and  in  developing  the  clearing  house  feature 
of  the  office  of  the  state  Superintendent 

That  the  opportunity  for  service  offered  by  the  office  of  the 
state  Superintendent  of  Public  Instruction  be  always  available 
to  the  department  of  Efficiency  Tests  and  Survey  of  the  college 

Ohio  State  Normal  College  of  Miami  University 

Scope  and  method  of  survey 

Three  days  were  given  to  actual  inspection  of  class  room  instruction 
during  the  spring.  Twelve  exercises  were  taken  by  an  expert  court 
stenographer.  On  the  transcripts  of  these  the  analysis  of  class 


8o 


OHIO   STATE   SCHOOL    SURVEY    REPORT 


PROFESSIONAL   TRAINING   OF   TEACHERS  8l 

room  instruction  is  based.  The  director  met  with  the  whole  faculty 
in  conference  and  had  extended  conferences  with  the  president  of 
the  University,  the  dean  of  the  normal  college  and  the  field  workers. 
In  all,  ii  hours  were  spent  in  conferences.  The  director  of  survey 
was  given  the  fullest  cooperation  of  the  authorities  of  the  normal 
college  and  university 

Organization 

The  accompanying  chart  which  was  compiled  with  the  assistance  of  the 
president  of  the  university,  the  dean  of  the  college  and  a  committee 
of  the  faculty  indicates  the  relation  of  the  college  to  the  university 
and  the  main  features  of  the  .  internal  organization  of  the  normal 
college 

As  will  be  seen  from  the  chart 

1  The  articulation  between  the  academic  and  method  departments 
has  been  rather  loose.     There  is  no  definite  cooperation  as  to 
method 

2  Professors  in  the  academic  department  do  not,  except  casually, 
come  in  contact  with  the  teaching  in  the  practice  school 

3  The  professors  of  some  special  branches  such  as  normal  training 
and  agriculture  have  but  occasional  supervisory  relations  with 
the  teaching  of  their  subjects  in  the  practice  school 

The  internal  organization  is  excellent  in  the  following  ways: 

1  Academic  instructors  help  in  the  formulation  of  courses  of  study 
which  critic  teachers  must  follow 

2  The  director  of  practice  has  absolute  control,  under  the  dean,  of 
the  supervision  of  practice  teachers  and  critic  teachers 

3  The  director  of  practice  also  directs  the  professional  instruction 
in  the  normal  college 

4  Teachers  of  special  method  visit  critic  teachers  with  the  advice 
and    consent    of   the    director   and   make    suggestions   to   critic 
teachers 

5  The   whole   faculty   cooperates    with   the    dean   in    drawing   up 
courses  of  study  for  the  college 

The  following  advance  steps  tending  to  correct  the  conditions  noted 

above  have  been  taken  since  the  college  opened  in  September,  1913 

i  The  director  of  the  practice  school   meets  the  special   practice 

teachers  in  conference  in  the  same  way  that  he  meets  the  regular 

practice  teachers  so  that  his  supervision  over  the  special  branches 

is  much  more  direct 

6    s.  s. 


82  OHIO   STATE   SCHOOL   SURVEY    REPORT 

2  The  critic  teachers  of  special  branches  also  meet  with  the  director 
in  conference  and  are  much  more  directly  under  his  supervision 

3  The  academic  department  has  been  tied  up  with  the  method  de- 
partment by  making  the  teachers  of  subject  matter,  with  one 
exception,  also  responsible  for  the  teaching  of  special  method 

4  A  promising  beginning  has  been  made  on  a  plan  of  cooperative 
supervision  of  class  room  instruction  in  college  classes 

Classroom  instruction 

The  material  of  instruction 

The  material  offered  by  the  instructors  was  notably  well  adapted 
to  the  capacity  of  the  student  body  in  all  12  recitations  analyzed 

The  adaptation  of  the  material  to  present  needs  of  students  was 
excellent  in  n  exercises  out  of  12 

Instructors  related  the  material  offered  to  the  past  experience  and 
to  the  knowledge  of  the  students  notably  well  in  6  cas.es,  well  in  I 
case,  somewhat,  in  4  cases  and  not  at  all  in  I  case  out  of  12 

Instructors  showed  clearly  to  their  classes  the  relation  of  the  ma- 
terial offered  to  future  human  and  professional  problems,  notably 
well  in  3  cases,  well  in  2  cases  and  not  at  all  in  7  cases 

Assignments 

No  assignments  were  made  by  page  or  chapter  alone.  Two  were 
motivated  by  the  statement  of  problems.  Two  assignments  were 
rather  vague.  Two  assignments  were  hastily  given  at  the  close 
of  the  recitation.  The  examiner  missed  several  assignments  ow- 
ing to  the  necessity  of  getting  to  the  next  class  on  time 

Habit  formation 

Instructors  demanded  and  obtained  exactness,  accuracy  and  truth- 
fulness of  statement  notably  well  in  8  cases,  well  in  2  cases,  and 
failed  in  this  respect  in  2  cases  out  of  12 

Instructors  insisted  on  clearness  and  definiteness  of  statement  with 
notable  success  in  4  cases,  with  good  success  in  I  case,  with  s6me 
success  in  I  case  and  ignored  indefiniteness  of  statement  in  6 
cases  out  of  12 

In  general  there  was  no  need  to  correct  students  for  errors  in 
English.  In  i  class  where  this  was  necessary  the  instructor 
handled  the  matter  extremely  well  and  in  2  others  well 

The  interplay  of  question  and  answer  was  notably  good  in  3  ex- 
ercises, fair  in  5  and  insufficient  in  4  exercises  out  of  12 


PROFESSIONAL   TRAINING    OF   TEACHERS  83 

Of  the  594  questions  asked  in  the  12  exercises  analyzed,  178  or 
about  30%  were  thought-provoking,  401  or  about  67%  were  ques- 
tions calling  for  statements  of  fact,  and  15  questions  were  un- 
classified. Fifty- four  questions  or  about  9%  suggested  the  answers 

Out  of  the  563  answers  given  by  students,  52  or  about  9%  were  yes 
and  no  answers;  173  or  about  30%  were  word  or  phrase  re- 
sponses; 274  or  over  48%  were  sentence  responses,  and  64  or 
about  11%  might  be  regarded  as  fluent  recitations 

In  7  exercises  out  of  12  there  was  more  or  less  fluent  recitation, 
while  in  5  recitations,  there  were  neither  topical  nor  fluent  recita- 
tions. In  i  of  these  only  6  responses  of  more  than  a  word  or 
phrase  were  given 

Six  recitations  found  place  for  open  discussion.  In  2  the  discus- 
sions were  notably  good.  In  2  exercises  where  discussions  might 
have  been  used  to  advantage,  no  opportunity  was  afforded 

The  share  of  students  in  the  recitation  varied  from  15%  in  geogra- 
phy to  53%  in  psychology.  In  10  of  the  12  recitations  the  stu- 
dents' share  amounted  to  over  30% 

Mannerisms 

The  most  frequent  mannerism  was  the  unnecessary  repetition  of 
the  answers  of  students.  With  I  instructor  this  was  very  pronounced 

Summary 

The  atmosphere  of  all  classes  visited  was  excellent 

The  methods  used  by  instructors  were,  on  the  whole,  excellent  and 
offered  worthy  models  to  student  teachers,  although  in  some 
classes  insufficient  opportunity  for  self  expression  was  given  to 
students  and  some  exercises  were  marred  by  minor  errors  in 
technique 

The  class  work  of  the  3  critic  teachers  visited  was  excellent  and 
was  free  from  minor  defects  of  technique 

The  absence  of  a  sufficiently  close  articulation  between  the 
academic,  method  and  practice  departments  makes  difficult  the 
strengthening  of  the  weak  places  and  making  stronger  the  strong 
places  indicated  in  this  report 

The  character  of  the  work  of  the  institution  as  a  whole  indicates 
that  it  is  as  unnecessary  as  illogical  for  the  state  to  require  the 
graduates  of  this  state  supported  institution  for  the  training  of 
teachers  to  pass  the  same  examinations  as  candidates  for  certifi- 
cates who  have  had  no  professional  training 


84  OHIO   STATE   SCHOOL    SURVEY    REPORT 

Source  and  destination  of  students 

In  May,  1913,  109  students  of  the  Ohio  Normal  College  of  Miami 
University  filled  out  cards  calling  for  information  as  to  previous 
training  and  experience  and  proposed  career  after  graduation.  Sev- 
enty-eight of  these  had  had  no  teaching  experience  while  31  had  taught 
before  entering  college 

Students  without  previous  experience  in  teaching 

Of  26  students  prepared  entirely  in  city  schools,  15  desired  to  take 

up  specialties  and  n  to  do  regular  grade  work,  5  in  the  city,  4 

in  city  or  village  and  I  in  rural  schools 
Of  17  students  prepared  wholly  or  partly  in  rural  districts,  5  wished 

to  teach  specialties,  2  wished  to  do  grade  work  in  the  city,  6  in 

the  city  or  village,  and  4  in  rural  schools 

Students  with  previous  experience 

Of  4  students  prepared  entirely  and  6  wholly  in  the  city,  5  wished 
to  teach  specialties,  I  desired  to  teach  in  city  grades,  4  in  city  or 
village  and  none  in  rural  schools 

Of  ii  students  prepared  wholly  or  partly  in  rural  schools,  7  wished 
to  teach  special  subjects,  i  wished  to  teach  in  city  elementary  schools, 
2  in  village,  and  i  in  rural  schools 

Summary 

Graduates  of  the  normal  college  naturally  gravitate  toward  teach- 
ing specialties  and  toward  city  schools.  Students  prepared  in 
rural  schools,  are  apparently  more  apt  to  choose  the  rural  dis- 
tricts than  city  trained  students.  Only  i  of  the  latter  and  5  of 
the  former  expressed  a  preference  for  teaching  in  rural  districts 

Positions  filled  by  graduates  of  the  college 

Of  24  graduates  of  the  class  of  1910,  not  one  has  taught  in  one  room 
rural  schools.  Two  taught  in  centralized  schools  during  the  year 
after  graduation.  One  of  these  is  still  doing  so.  Five  are  teaching 
in  village  schools,  3  in  graded  special  district  schools,  u  in  city 
schools,  i  has  gone  into  business,  and  3  have  married  and  have  left 
the  profession 

Of  46  graduates  of  the  class  of  1911,  5  started  teaching  in  one  room 
rural  schools,  but  all  these  have  gone  on  to  the  village  and  city. 
At  present  15  are  teaching  in  villages,  i  in  a  special  district,  21  in 
cities,  i  has  gone  into  business,  3  have  married  and  5  have  stopped 
teaching  for  other  reasons 


PROFESSIONAL   TRAINING    OF   TEACHERS  85 

Of  51  graduates  of  the  class  of  1912,  none  has  taught  in  a  rural 
school  of  any  sort,  24  are  now  teaching  in  villages,  I  in  a  special 
district,  17  in  citv  schools,  while  g  have  left  the  profession  for 
various  reasons 

.  Summary 

Not  one  graduate  of  the  classes  of  1910,  191 1  and  1912  is  now  teaching 
in  one  room  rural  schools  and  only  i  in  a.  centralized  township 
school 

Only  1 6%  of  the  graduates  in  these  years  have  left  the  profession, 
and  only  11%  for  other  professions 

The  returns  to  the  state  from  thi»  institution  are  magnificent,  but  the 
state  should  not  and  cannot,  justly  expect  it  to  supply  to  any  great 
extent,  the  demand  for  trained  teachers  in  the  rural  schools 

Constructive  suggestions 

The  movement  inaugurated  in  September  for  closer  cooperation  be- 
tween the  academic,  method  and  practice  departments  in  the  college 
should  be  carried  out  as  far  as  possible  and  the  university  com- 
mittee on  efficiency  as  well  as  the  whole  normal  college  faculty 
should  give  all  assistance  possible  to  the  dean  in  carrying  out  this 
important  reform 

The  plan  already  inaugurated  for  cooperative  supervision  of  instruc- 
tion in  normal  colleges  classes  should  be  pushed  with  vigor  and 
developed  as  far  as  possible,  in  the  interest  not  only  of  students 
of  this  institution  but  of  students  of  other  institutions  which  need 
more  classroom  supervision 

Cooperation  with  the  office  of  the  state  Superintendent  of  Public 
Instruction 

In  order  that  the  resources  of  the  State  Normal  College  of  Miami 
University  may  be  made  available  to  all  boards  of  education  in 
its  constituency  and  to  the  office  of  the  state  Superintendent  of 
Public  Instruction,  and  in  order  that  the  opportunity  for  service 
offered  by  the  office  of  the  state  Superintendent  of  Public  In- 
struction may  be  made  available  to  the  professors  and  students 
of  the  Normal  College  of  Miami  University,  the  following  recom- 
mendations are  made : 

That  a  department  of  Efficiency  Tests  and  Survey  be  established 
in  the  Normal  College  which  shall  be  in  close  cooperation  with 
the  proposed  Bureau  of  Efficiency  and  Economy  in  the  office 
of  the  state  Superintendent  of  Public  Instruction  and  shall  con- 


86  OHIO    STATE    SCHOOL    SURVEY    REPORT 

duct  field  studies  and  apply  efficiency  tests  in  schools  within  its 
constituency 

That  the  college  department  of  Efficiency  Tests  and  Survey  be 
always  at  the  call  of  the  state  Superintendent  of  Public  Instruc- 
tion to  assist  him  in  working  out  efficiency  methods,  in  conduct- 
ing cooperative  surveys  for  which  requests  have  come  in  from 
the  field,  and  in  developing  the  clearing  house  feature  in  the  office 
of  the  state  Superintendent  of  Public  Instruction 

That  the  opportunity  for  service  offered  by  the  office  of  the  state 
Superintendent  of  Public  Instruction  be  always  available  to  the 
department  of  Efficiency  Tests  and  Survey  of  the  college 

State  Normal  Schools,  Kent  and  Bowling  Green 

Constructive  suggestions 

Cooperation  with   the  office  of  the  state   Superintendent  of   Public 
Instruction 

In  order  that  the  resources  of  the  State  Normal  Schools  of  Kent 
and  Bowling  Green  may  be  made  available  to  all  boards  of  edu- 
cation in  their  constituencies  and  to  the  office  of  the  state  Super- 
intendent of  Public  Instruction,  and  in  order  that  the  oppor- 
tunity for  service  offered  by  the  office  of  the  state  Superintendent 
of  Public  Instruction  may  be  made  available  to  the  professors 
and  students  of  the  State  Normal  Schools  of  Kent  and  Bowling 
Green,  the  following  recommendations  are  made: 

That  a  department  of  Efficiency  Tests  and  Survey  be  estab- 
lished in  the  State  Normal  Schools  which  shall  be  in  close 
cooperation  with  the  proposed  Bureau  of  Efficiency  and  Econ- 
omy in  the  office  of  the  state  Superintendent  of  Public  In- 
struction and  shall  conduct  field  studies  and  apply  efficiency 
tests  in  schools  within  their  constituencies 

That  the  normal  school  departments  of  Efficiency  Tests  and 
Survey  be  always  at  the  call  of  the  state  Superintendent  of 
Public  Instruction  to  assist  him  in  working  out  efficiency 
methods,  in  conducting  cooperative  surveys  for  which  requests 
have  come  in  from  the  field,  and  in  developing  the  clearing 
house  feature  of  the  office  of  the  state  Superintendent 

That  the  opportunity  for  service  offered  by  the  office  of  the  state 
Superintendent  of  Public  Instruction  be  always  available  to  the 
department  of  the  Efficiency  Tests  and  Survey  of  the  normal 
schools 


PROFESSIONAL   TRAINING   OF   TEACHERS  87 

Present  differentiation  of  function  performed  and  ser- 
vice rendered  by  the  3  state  aided  institutions 
in  full  operation  before  September,  1913 

The  Normal  College  of  Ohio  University  and  the  College  of  Education 
of  Ohio  State  University 

Cards  filled  out  by  66  students  in  the  four  year  course  of  the  normal 
college  and  by  73  in  the  college  of  education  indicate-  that 

The  normal  college  attracts  a  greater  proportion  of  men 

The  range  and  average  of  ages  in  the  2  institutions  are  prac- 
tically identical 

More  students  from  rural  districts  attend  the  normal  college  than 
the  college  of  education 

A  good  many  students  from  two  and  three  year  high  schools  have 
been  served  by  the  preparatory  department  of  Ohio  University 
and  prepared  for  entrance  into  the  normal  college 

The  student  body  at  the  normal  college  contains  a  larger  number  of 
students  with  experience  in  teaching 

More  students  at  the  normal  college  had  taught  in  village  and 
township  schools  and  more  at  the  college  of  education  had  taught 
in  city  schools 

The  2  institutions  serve  quite  different  constituencies  and  are  per- 
forming services  to  the  state  of  different  characters 

The  two  year  courses  of  the  State  Normal  College  of  Ohio  University 

at  Athens  and  the  State  Normal  College  of  Miami 

University  at  Oxford 

Cards  filled  out  by  125  students  at  Miami  University  and  188  at  Ohio 
University  indicate  that 

The  average  ages  of  students  at  the  2  institutions  are  practically 
the  same  but  the  range  of  ages  is  much  .greater  at  Athens 

The  institution  at  Athens  registers  about  20%  more  students  who 
have  had  teaching  experience  than  does  the  normal  college  at 
Miami 

Over  50%  of  the  experienced  teachers  in  the  student  body  of  both 
institutions  have  taught  in  township  schools,  but  the  Athens 
normal  college  has  more  of  such  teachers  while  the  Oxford  nor- 
mal college  has  more  students  experienced. in  city  and  village  schools 
than  has  the  Athens  normal  college 


88  OHIO    STATE    SCHOOL    SURVEY    REPORT 

On  account  of  the  existence  of  a  preparatory  school  at  Athens — 
now  the  secondary  practice  school — the  Athens  institution  can 
and  does  cater  more  largely  to  graduates  of  second  and  third 
grade  high  schools 

Summary 
It  is  evident  that 

1  The  3  institutions  have  well  defined  individualities 

2  They  are  performing  functions  considerably  differentiated 

3  They  cater  to  different  constituencies 

Control  and  financial  management  of  state  institu- 
tions  for  the  training  of  teachers 

Present  conditions 

Each  of  the  5  state  institutions  for  the  training  of  teachers  is  con- 
trolled by  an  independent  board 

These  boards  are  limited  in  their  powers  only  by  the  laws  creating 
them  and  the  appropriations  made  annually  by  the  legislature 

The  tendency  is  for  the  board  of  each  institution  to  magnify  its 
own  institution.  Since  there  is  no  provision  for  the  different 
boards  or  faculties  meeting  together  for  discussion,  a  state  wide 
program  taking  into  consideration  the  needs,  and  the  most 
economical  use  of  the  state's  resources,  is  entirely  out  of  the 
question 

There  is  nothing  in  the  present  law  to  prevent  unnecessary  dupli- 
cation of  special  departments  and  costly  equipments  and  build- 
ings for  these  departments 

There  is  no  channel  by  which  the  legislature  can  learn  from  disin- 
terested parties  the  educational  needs  of  the  state  as  a  whole, 
nor  even  of  the  separate  institutions.  As  detailed  estimates  of 
running,  expenses  are  not  required  the  annual  educational  state 
budget  can  not  be  based  on  a  thorough-going  analysis  of  the 
needs  of  the  various  institutions  nor  of  the  state  as  a  whole  * 

Recently  the  director  of  survey  received  the  following  communication 
from  a  faculty  member  of  a  state-aided  institution : 

"The  controversy  between  Ohio  State-supported  institutions  of  higher 
learning,  which  has  gone  on  in  one  form  or  another  for  the  past 
twenty  years,  has  been  productive  of  no  g'ood,  it  has  done  much  to 
prevent  the  generous  state  support  of  these  institutions,  and  it  is 


*A  state  budget  commission  has  been  appointed  since  this  was  written 


PROFESSIONAL   TRAINING   OF   TEACHERS  89 

most  unseemly.  Those  who  are  at  all  familiar  with  these  various 
institutions  have  every  reason  to  believe  that  each  of  them  has 
been  wisely  directed  and  that  the  money  appropriated  has  been  eco- 
nomically expended.  It  is  also  well  known,  however,  that  there  is 
no  cooperation  between  these  institutions,  and  no  systematic  effort 
to  correlate  the  work  with  a  view  to  producing  the  best  results. 
This  conditions  has  brought  unfavorable  criticism  on  the  state 

"It  would  seem  that  an  intelligent  study  of  the  existing  work  of  the 
different  institutions  with  a  view  to  reasonable  standardization  of 
each  to  the  end  that  there  may  be  closer  cooperation,  would  give  each 
institution  a  clearer  appreciation  of  the  work  and  the  problems 
of  the  other,  and  might  go  far  toward  bringing  about  a  better  under- 
standing and  more  efficient  service  to  the  state 

"While  the  work  of  the  different  institutions  differs  somewhat,  it 
would  seem  that  no  hardship  could  arise  if  all  were  standardized 
as  to  (i)  Entrance  requirements;  (2)  Graduation  requirements; 
(3)  Transfer  of  students.  At  least  sufficient  uniformity  on  the 
above  points  should  be  secured  to  afford  the  greatest  opportunity 
and  the  least  embarrassment  to  the  youth  of  the  state  in  securing 
higher  education 

"It  is  desirable  that  a  committee  of  five  members  be  appointed  by 
the  president  of  each  institution,  each  committee  to  consist,  of  the 
president,  the  dean  of  the  Department  of  Education,  and  three  mem- 
bers of  the  faculty  who  are  best  able  to  report  on  the  three  points 
stated  above.  These  several  committees  should  meet  together  in 
the  office  of  the  state  Superintendent  of  Public  Instruction  at  his 
call  and  under  his  chairmanship 

"The  general  problems  involved  should  be  discussed  fully  and  special 
committees  should  be  appointed  to  bring  in  full  reports  on  each  of 
the  points  of  standardization  specified.  Each  of  these  committees 
should  be  directed  to  meet  once  at  each  of  the  institutions  repre- 
sented and  to  exhaust  all  means  at  their  command  to  bring  in  com- 
prehensive reports.  If  any  work  or  method  of  record  at  any  institu- 
tion is  such  as  not  to  command  the  full  confidence  of  the  committee, 
specific  criticism  and  constructive  suggestions  should  be  made.  The 
committees  should  confine  themselves  to  the  study  of,  and  report 
on,  the  three  topics  above  given  but  should  have  the  broadest  scope 
under  these  subjects 

"The  final  report  of  the  joint  committee  including  the  reports  of  the 
special  committees  should  be  printed  by  the  state  Superintendent  of 
Public  Instruction  and  submitted  to  the  Governor" 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


Coordination  of  the  state  aided  institutions 

The  plan  outlined  in  the  above  letter  offers  an  excellent  method  of  begin- 
ning a  definite  scheme  of  cooperation  between  the  state  aided  institu- 
tions. Such  a  semi-official  organization  would  soon  make  evident  to  all 
the  essential  community  of  interest  of  the  publicly-supported  institu- 
tions in  the  state  and  would  pave  the  way  for  a  more  thoroughly  co- 
ordinated state  system  of  higher  and  professional  education 

It  is  evident  that 

All  grants  made  by  the  state  to  educational  institutions  should  be 
based  on  proved  needs  of  that  institution 

No  grants  should  be  made  until  after  a  thorough  consideration  of 
the  relative  needs  of  the  various  institutions  and  of  the  districts 
they  serve 

No  grants  should  be  made  until  after  a  consideration  of  whether 
the  grants  will  insure  the  best  possible  use  of  the  investments 
already  made  for  the  good  of  the  state  as  a  whole 

While  no  doubt  the  time  is  not  yet  ripe  for  a  thorough-going  reorganiza- 
tion of  the  state's  method  of.  aiding  public  education  the  commission  be- 
lieves that  in  order  to  insure  the  most  effective  use  of  the  state's  educa- 
ional  resources  in  furthering  public  education  in  the  state  as  a  whole, 
some  such  plan  as  the  following  must  eventually  be  adopted : 

In  order  to  insure  the  most  effective  use  of  the  state  educational 
resources  in  furthering  public  education  in»the  state  as  a  whole, 
the  following  definite  suggestions  are  made : 

That  a  state  board  of  education  consisting  of  7  members  he  estab- 
lished of  which  6  shall  be  appointed  by  the  Governor,  each  for  a 
term  of  6  years— the  seventh  being  the  state  Superintendent  of 
Public  Instruction,  who  shall  serve  during  his  term  of  office 

That  no  member  of  any  board  of  trustees  or  faculty  of  any  edu- 
cational institution  in  the  state  above  the  rank  of  high  school 
•shall  be  eligible  for  appointment  to  the  State  Board  of  Educa- 
tion 

That  at  least  3  members  of  the  State  Board  of  Education  shall  be  en- 
gaged in  some  profession  or  calling  other  than  education 

That  at  least  i  member  be  a  woman 

That  the  members  of  the  State  Board  of  Education  serve  without 
pay,  with  the  exception  of  legitimate  traveling  expenses 


PROFESSIONAL   TRAINING   OF   TEACHERS  $1 

That  the  board  prepare  for  the  legislature  the  tentative  state 
educational  budget  based  on  detailed  estimates  supplied  by  the 
various  boards  of  trustees  of  all  state  aided  educational  insti- 
tutions above  the  rank  of  a  high  school,  and  on  detailed  esti- 
mates supplied  by  the  office  of  the  state  Superintendent  of  Pub- 
lic Instruction  of  the  amount  of  state  aid  required  for  ele- 
mentary and  secondary  schools 

That  boards  of  trustees  of  the  various  state  aided  institutions 
above  the  rank  of  high  school  be  required  to  hand  in  their 
estimates  each  year  at  a  date  set  by  the  State  Board  of  Educa- 
tion and  on  forms  prescribed  by  that  "board  and  the  State  Budget 
Commissioner 

That  the  State  Board  of  Education  be  authorized  and  required 
so  to  make  its  budget  recommendations  as  to  conduce  to  the 
effective  correlation  and  coordination  of  all  the  educational  re- 
sources of  the  state 

That  any  board  of  trustees  of  any  state  aided  institution  above 
the  rank  of  a  high  school  which  contemplates  adding  another 
department  to  its  work  or  lengthening  or  shortening  the  course 
leading  to  any  certificate,  diploma  or  degree,  shall  first  make 
application  to  the  State. Board  of  Education  submitting  full 
reasons  for  the  proposed  change 

That  the  State  Board  of  Education  be  authorized  to  deny  any 
such  application  whenever  in  the  judgment  of  the  majority 
of  its  members  the  proposed  change  is  not  for  the  best  interest 
of  the  state 

Summer  schools  for  teachers 

Character  of  classroom  instruction  in  summer  schools  connected 
with  3  state  aided  and  4  private  institutions 

The  summer  schools  of  the  Ohio  State  University,  Ohio  University 
and  Miami  University 

Twenty-nine  exercises  in  these  institutions  were  heard  by  the  di- 
rector of  survey.  At  Ohio  University  and  Miami  University 
where  22  exercises  were  attended,  the  director  of  survey  was  ac- 
companied by  either  the  dean  of  the  normal  college  or  the  presi- 
ident  of  the  university.  In  every  case  the  reports  were  made  out 
and  signed  by  both  the  representative  of  the  institution  concerned 
and  l)v  the  director  of  survcv 


92  OHIO    STATE    SCHOOL    SURVEY    REPORT 

Whenever  in  doubt  as  to  any  point  capable  of  being  tested,  a  test 
designed  to  settle  the  point  in  question,  was  given  the  students 

In  but  i  case  was  the  judgment  of  the  director  of  survey  more 
severe  than  that  of  the  other  examiner,  but  in  several  cases  the 
representatives  of  the  colleges  were  more  exacting  than  the  director 
of  survey.  Except  in  the  case  of  the  Ohio  State  University,  the 
estimates  of  classroom  instruction  are  based  on  the  joint  reports 

The  classes  visited  were  as  follows : 

Three  in  agriculture 

Two  in  school  administration 

Two  in  general  method 

One  in  history  of  education 

One  in  school  law 

One  in  educational  psychology 

Two  in  child  study 

Two  in  history 

One  in  arithmetic 

Two  in  nature  study 

Twelve  in  special  methods  of  teaching  English, 

German,      arithmetic,      geography,      woodwork, 

cooking,  etc 

Reports  on  29  exercises  shows  that 

The  subject  matter  of  25  recitations  was  adapted  to  the  capacity 
of  the  students,  and  in  2  cases  failure  in  this  respect  was  due 
to  improper  grading,  caused  by  the  uneven  preparation  of  stu- 
dents who  attended  summer  schools 

The  subject  matter  of  25  recitations  was  adapted  to  the  needs  of 
the  students 

The  subject  matter  of  21  recitations  was  related  by  the  teacher 
to  the  past  experience  of  students  and  of  5  recitations  was  dis- 
tinctly not  so  related 

The  subject  matter  of  25  recitations  was  adapted  to  the  future 
problems  of  students  and  of  3  recitations  was  distinctly  not  so 
adapted 

In  16  recitations  accuracy  was  required  of  the  students  and  in  10, 
it  was  clearly  not  required 

In  1 6  recitations  teachers  demanded  clear  statements  from  the 
students  and  in  u  recitations  clearness  of  statement  was  not 
.  insisted  upon 


PROFESSIONAL   TRAINING    OF    TEACHERS  93 

In  18  recitations  the  attitude  and  language  of  the  students  were 
so  good  as  to  warrant  no  remarks  from  teachers,  in  4  recita- 
tions students  were  corrected  for  carelessness  in  speech  and  in 
7  no  attention  was  given  to  the  matter  although  there  was 
much  need 

The  attention  of  the  students  was  good  in  26  recitations  and  dis- 
tinctly poor  in  but  one 

In  22  recitations  there  were  distinctly  respectful  and  sympathetic 
relations  between  teacher  and  student 

In  22  recitations  opportunity  was  given  for  considerable  student 
cooperation,  while  in  4  the  students  had  absolutely  no  oppor- 
tunity to  take  part,  although  they  might  well  have  done  so 

Six  assignments  were  properly  motivated  by  means  of  suitable 
problems  while  in  4  cases  assignments  were  by  page  or  chapter 
and  in  2  by  topic.  In  2  cases  the  teacher  had  to  ask  the  classes 
what  the  assignments  were 

Among  professional  subjects,  the  teaching  of  general  and  special 
method  was  particularly  strong 

The  teaching  in  several  cases,  particularly  in  educational 
psychology,  was  often  ineffective  owing  to  the  failure  of  the 
teacher  to  find  out  from  the  students  whether  they  understood 
the  terms  used  in  class  and  just  what  previous  preparation  the 
students  had  had,  e.  g. 

A  class  of  8  who  had  just  heard  a  lecture  on  "nascent  periods" 
was  asked  to  write  out  the  meaning  of  nascent.  Four  could 
give  no  answer  while  the  other  4  gave  incorrect  answers  or 
indefinite  answers,  such  as  "nascent — growing",  and  "nascent 
—just  born,  very  young  condition."  Both  students  giving  these 
answers  were  bachelors  of  arts  and  one  was  a  bachelor  of 
divinity  as  well 

The  poorest  teaching  was  found  in  the  cramming  or  so-called 
review  courses  for  teachers'  examination,  although  good 
work  was  found  in  2  of  these.  That  examinations  were  in  the 
minds  of  both  students  and  teachers  is  shown  by  the  fact  that  3 
teachers  explicitly  warned  their  classes  that  they  might  get 
such  and  such  questions  in  the  examinations 

Ragged  grading  of  classes,  due  to  unequal  preparation  of  stu- 
dents and  to  an  insufficient  number  of  teachers,  is  responsible 
for  much  teaching  above  the  heads  of  the  students 

A  class  of  42,  in  child  study,  was  asked  to  define  the  following 
terms  used  during  the  lecture:  environment,  stimulus,  adoles- 


94  OHIO   STATE   SCHOOL    SURVEY    REPORT 

cence,  tends  to  persist,  criterion,  hypothesis,  specific,  pugnacity 
and  transitory.  One  student  made  over  90%  on  these  ques- 
tions, 9  between  80  and  90,  6  between  70  and  80,  3  between  60 
and  70,  ii  between  50  and  60,  4  between  40  and  50,  4  between 
30  and  40,  3  between  20  and  30,  and  one  n.  In  so  large  a  class 
made  up  of  individuals  of  such  varied  capacities  and  training, 
it  is  impossible  for  the  teacher  to  relate  his  instruction  to  the 
needs  and  past  experience  of  his  pupils 

The  instruction  in  agriculture  and  other  so-called  practical  sub- 
jects was  uniformly  good 

The  summer  schools  of  4  private  institutions 

Thirty-eight  exercises  were  seen  in  these  4  schools.  The  observa- 
tions were  made  by  Commissioner  Thatcher  and  by  the  director 
of  survey.  The  effects  on  classroom  instruction  of  too  large 
classes  in  2  of  the  institutions,  improper  classification  due  to 
unequal  preparation  of  students,  an  insufficient  number  of  in- 
structors, talking  over  the  heads  of  classes,  and  too  many 
cramming  or  so  called  review  classes,  are  very  evident,  as  in  the 
case  of  the  state  aided  institutions.  The  general  excellence  of 
the  instruction  in  the  practical  branches  is  noteworthy  as  is  in- 
struction in  special  method,  particularly  special  method  in 
reading 

Reports  on  38  exercises  show  that 

The  subject  matter  of  26  recitations  was  adapted  to  the  capacity 
of  the  students  and  the  subject  matter  of  5  recitations  was  dis- 
tinctly not  so.  adapted 

The  subject  matter  of  35  recitations  was  adapted  to  the  needs  of 
the  students,  but  in  at  least  2  cases  the  needs  were  distinctly 
examination  needs 

The  subject  matter  of  31  recitations  was  related  to  the  past  ex- 
perience of  students  but  in  2  cases  these  experiences  were  ex- 
amination experiences 

The  subject  matter  of  31  recitations  was  related  to -future  prob- 
lems which  might  confront  students  but  in  3  cases  these  were 
examination  problems.  In  3  cases  the  subject  matter  had  no 
relation  to  future  problems 

In  27  recitations  the  teacher  distinctly  required  accuracy  while 
in  2  cases  the  failure  in  this  respect  was  conspicuous 

In  23  recitations  the  teacher  demanded  clear  statement  while  in  2 
there  was  a  distinct  failure  so  to  do 


PROFESSIONAL  TRAINING   OF   TEACHERS  95 

In  18  recitations  there  was  no  occasion  for  the  teacher  to  speak 
of  slovenliness  of  carriage  or  speech,  in  n  recitations  the 
teacher  corrected  slovenliness  of  speech,  while  in  9  no  attempt 
was  made  to  correct  obvious  and  serious  errors 

In  30  recitations  the  teacher  received  good  attention ;  in  4  he 
did  not 

In  31  recitations  there  were  mutually  respectful  and  sympathetic 
relations  between  teacher  and  students ;  in  2  there  were  not 

In  32  recitations  there  was  at  least  some  opportunity  for  the  stu- 
dents to  take  part  in  the  exercise,  while  in  6  there  was  no  such 
opportunity 

Teachers'  institutes 

Cost  of  county  teachers'  institutes 

As  each  teacher  receives  from  her  school  district  $10  for  attendance 
at  the  county  institutes;  and  as  18,234  teachers  attended  the  county 
institutes  in  1913  the  cost  of  teachers'  institutes  to  the  districts  in 
in  1913,  was  $182,340 

In  addition  to  this  amount  there  was  expended  from  the  institute 
fund,  which  comes  from  teacher's  examination  fees  and  from  mem- 
bership fees,  the  sum  of  $30,893.51  in  the  year  1913 

The  total  cost  of  county  teachers'  institutes  in  1913  was  $213,233.51; 
the  average  cost  per  county  was  $2423.07,  and  the  cost  per  teacher 
in  attendance  was  $11.69 

Nature  of  instruction   given  in  teachers*  institutes 

During  the  summer  of  1913,  10  field  agents  visited  75  county  institutes 
and  heard  436  lectures.     Each  field  agent  was  required  to  fill  out 
blanks  for  each  lecture  calling  for 
The  titles  of  the  lectures 
The  topics  of  the  lectures   (professional,   informational,  or  purely 

entertaining) 

The  attentiveness  of  teachers 
'Means  of  securing  regular  attendance 

A  study  of  the  field  reports  show  that  of  the  lectures  heard, 
7.6%  treated  of  special  methods 
8.3 %  treated  of  class  room  management 
2.2%  treated  of  history  of  education 
1.5%  treated  of  school  hygiene 
7.4%  treated  of  child  study 


96  OHIO   STATE   SCHOOL   SURVEY    REPORT 

11.4%  treated  of  educational  psychology 

8.7%  treated  of  other  professional  topics 
30.4%  treated  of  informational  topics  of  direct  value  to  teacher  in 

her  work 
16.5%  treated  of  matters  of  general  interest 

5.6%  were  purely  or  largely  entertaining  only 

To  summarize 

47.1%  treated  of  professional  subjects 
30.1%  were  informational  but  of  direct  value  to  teacher 
22.1%  were  purely  entertaining  or  treated  of  matters  of  general  in- 
terest only 

Attentiveness  of  teachers 
The  attentive'ness  of  teachers  was  estimated  as 
Good  in  290  lectures 
Fair  in  116  lectures 
Poor  in  33  lectures 

In  all  institutes  a  large  proportion  of  the  teachers  were  attentive 
at  least  passively,  but  in  over  113  lectures,  a  few,  and  in  a  con- 
siderable number  many  teachers  were  so  noisy  or  actively  in- 
attentive as  to  disturb  those  teachers  who  wished  to  listen 

The  standard  of  the  examiners  as  to  attention  was  not  high.  In 
many  cases  the  notes  indicate  that  there  was  much  inattention 
when  the  attention  was  scored  as  good,  e.  g.  the  notes  on  one 
lecture  where  the  attention  was  scored  as  good  contain  the  fol- 
lowing passage :  "On  the  whole  the  attention  was  fairly  good, 
but  the  teachers  were  too  noisy,  talked  during  the  lectures,  came 
and  went  freely,"  etc. 

In  another*  county  the  attention  was  reported  as  good  in  all  exer- 
cises, while  a  superintendent  from  this  county  who  was  present 
at  all  sessions  subsequently  reported  that  the  order  was  poor 
throughout 

The  state  Superintendent  of  Public  Instruction  addressed  18  in- 
stitutes and  although  he  is  the  head  of  the  Ohio  school  system 
and  came  in  each  case  with  a  short,  definite  message,  the  order 
and  attention  were  so  noticeably  poor  in  over  one-third  of  these 
institutes  as  positively  to  interfere  with  the  work  of  the  insti- 
tutes. In  3  lectures  the  Superintendent  had  to  demand  attention 
before  he  could  proceed.  Evidently  the  institutes  had  become 
more  or  less  demoralized  before  the  arrival  of  the  state  Superin- 
tendent 


PROFESSIONAL    TRAINING    OF    TKACMKRS  97 

The  teachers  were  not  in  all,  cases  entirely  nor  even  mostly,  to 
'  blame  as  (i)  programs  were  often  not  adapted  to  the  needs  of 
the  teachers,  (2)  institutes  were  rarely  held  in  sections,  (3)  teachers 
in  all  except  a  handful  of  institutes,  were  given  absolutely  no  chance 
to  react  on  the  material  offered  but  were  expected  to  be  entirely 
passive 

When  people  are  filled  up  for  2  or  3  days  with  undigested 
information  something  is  bound  to  happen  in  the  way  of  self  de- 
fence. All  through  the  institutes  where  order  was  bad,  the  offi- 
cers informed  examiners  that  the  attention  the  first  day  was  good 
but  had  become  poorer  as  the  institute  progressed 

The  attention  in  a  large  number  of  institutes  was  remarkably  good 
considering  the  summer  heat  and  the  defectiveness  of  the  or- 
ganization 

Anything  less  than  excellent  attention  is  demoralizing  to  teachers 
who  in  their  turn  must  demand  it  of  their  classes,  irrespective  of 
the  material  they  have  to  offer.  Wherever  teachers  fail  to  listen 
intelligently  the  holding  of  the  institutes  involves  a  profitless  ex- 
penditure of  public  money  and  unfair  treatment  of  the  boards  of 
education.  The  $10  which  the  law  requires  boards  to  pay  to  each 
teacher  surely  should  mean  the  giving  of  his  attention  as  well  as 
his  presence 

Typical  field  notes  on  lectures  are  as  follows : 
"A  masterly  lecture  but  unsuited  to  institute  work" 
"Alert  man  full  of  enthusiasm" 
"A  splendid  instructor  for  institute  work" 
"Not  much  inspiration" 
"Lecturer  10  years  behind  the  times" 

"Lecturer  not  at  his  best,  because  worn  out  with  summer  school  work" 
"Lecture  especially  good  for  young  teachers" 
"Too  much  psychology.     Talked  over  heads  of  teachers" 
"This  man's  talks  were  good,  but  were  not  appreciated.     Gave  the  only 

practical  talks  at  the  institute" 
"Speaker  has  great  ability,  but  devotes  too  much  time  to  entertaining 

teachers.    He  is  popular  for  this  reason" 
"Given  in  connection  with  Chautauqua" 

"This  man  says  many  good  things  but  entertains  rather  than  instructs" 
"A  fine  speaker,  quite  an  orator" 

"This  institute  almost  wholly  for  the  entertainment  of  the  teachers" 
"Lyceum  methods  used  here  to  hold  interest" 
"Good  material,  but  dry  and  prosaic" 

7    s.  s. 


98  OHIO    STATE    SCHOOL    SURVEY    REPORT 

"Good  lectures,  but  time  shortened  to  attend  Chautauqua" 

"One  of  the  best  instructors  for  young  teachers,  understood  by  all" 

"This  man  purely  an  entertainer" 

"Practical  and  helpful  to  teachers" 

Notes  on  2  good  institutes 

"A  good  institute.  Instructors  dealt  exclusively  in  practical  topics. 
Handled  them  sanely  and  used  no  difficult  technical  terms.  They 
were  good  speakers.  Consulted  privately  with  teachers.  None 
of  the  work  in  the  institute  fell  below  fair.  Attention  of  the 
teachers  excellent". 

"Great  interest  among  teachers.  Had  note  books  to  take  down  main 
points.  Held  discussions.  The  instructors  gave  good  material 
every  time.  The  institute  was  a  remarkable  one  in  many  ways. 
Many  parents  attended  each  session.  People  of  the  town  supplied 
a  lecturer  or  musician  each  evening.  People  of  the  town  and 
county  took  an  interest  in  teachers,  gave  them  rides  in  autos  and 
carriages  each  morning  before  sessions.  Teachers  came  early 
and  listened  well.  Considerable  competition  among  towns  to 
secure  the  institute" 

Notes  by  2  examiners  on  5  lectures  in  3  institutes  notable  for  poor  at- 
tention 

"Attendance  good  but  attention  poor.  Teachers  freely  conversed 
during  Dr.  -  — 's  lecture  which  I  thought  worthy  of  better  treat- 
ment. After  i  of  the  lectures  teachers  freely  applauded,  al- 
though those  near  me  had  expressed  the  desire  that  it  should  be 
over.  One  near  me  with  approval  of  others  said  "Goody,  it's 
over."  One  lecturer,  as  the  yodel  was  discussed  in  the  lecture, 
yodelled,  partly  in  fun,  to  get  the  attention  of  his  audience,  he  said" 

"Subject  matter  of  lecture  too  abstruse  for  a  non-sectional  institute. 
Would  have  been  suitable  for  high  school  teachers  of  English. 

As  a  result  attention  soon  waned.     Some  talked  aloud.     It  be- 

« 

came  almost  impossible  to  hear  at  the  back  of  the  room.  When 
the  lecturer  recited  a  "limerick"  only  a  handful  were  paying-  close 
enough  attention  to  catch  it.  Only  break  in  inattention  was 
when  marriage  was  mentioned,  and  then  there  was  merely  a 
temporary  lull.  Lecturer  read  from  poems  15  minutes.  Persons 
who  had  not  listened  applauded  at  the  close" 

"Before  lecture  chairman  reproved  teachers  for  inattention.  Before 
the  end  of  the  lecture  however,  2  teachers  were  reading  news- 
papers or  magazines,  I  was  examining  photographs,  2  were  ar- 


PROFESSIONAL   TRAINING   OF   TEACHERS  99 

ranging  their  coiffures  with  the  aid  of  hand  mirrors,  2  were 
writing  letters,  2  were  asleep" 

"Excellent  addresses.  Lecturer  used  charts.  Attention  poor,  talk- 
ing everywhere.  One  teacher  writing  a  letter,  5  reading  news- 
papers, 3  reading  books,  2  inspecting  photographs.  Lecturer 
thanked  audience  and  said  that  the  attention  was  the  best  that 
he  had  ever  had  in  that  county" 

" Subject  matter  of  lecture  good  but  hot  adapted  to  the  needs  of 
primary  or  high  school  teachers.  Six  teachers  reading  news- 
papers and  catalogues.  Majority  of  audience  talking  more  or 
less,  some  reading  all  the  time.  At  least  6  teachers  were  chew-- 
ing gum.  Hum  of  conversation  all  over  the  room.  Some  young 
men  sitting  practically  on  the  small  of  their  backs.  One  young 
lady  shooing  flies.  Another  holding  her  hands  over  another's  eyes. 
Young  men  and  women  signalling  to  one  another  across  the  hall. 
One  man  lying  down  on  3  seats  placed  together.  Several  young 
men  throwing  wads  of  paper  at  other  members  of  the  institute 
until  the  floor  in  one  corner  was  littered.  One  young  man  was 
trying  to  put  paper  down  a  young  lady's  neck.  Although  the 
management  had  put  up  ropes  to  keep  teachers  out  of  the  back 
of  the  room  the  ropes  had  been  broken  or  removed  and  the  back 
seats  were  occupied"  . 

Methods  of  securing  attendance 

The  methods  of  securing  attendance  vary  from  county  to  county  ac- 
cording to  the  officers  of  the  69  county  institutes 
Twenty-nine  counties  call  the  roll  daily 
Five  counties  call  the  roll  twice  a  day 

In  5  counties  the  teachers  are  put  on  their  honor  to  attend 
In  5  counties  teachers  are  provided  with  tickets  which  are  punched 

at  each  session 

Four  counties  make  an  extra  effort  to  have  good  music 
Twenty  counties  use  no  special  method  to  secure  attendance 

General  conclusions 
The  study  of  the  teachers'  institute  shows  that 

1  Except  in  a  few  instances,  teachers  take  no  part  in  the  work  of 
the  institute  save  by  listening.     At  least  2  instructors,  however, 
made  a  practice  of  securing  the  active  cooperation  of  the  teachers 
in  every  exercise 

2  Too  large  a  proportion  of  the  time  is  taken  up  by  merely  enter- 
taining or  informational  lectures 


IOO  OHIO    STATE    SCHOOL    SURVEY    REPORT 

3  Except  in  rare  instances  teachers  are  not  graded  according  to 

their  needs,  experience  nor  attainments 

'  4  Much  of  the   instruction,   especially   in   psychology  is   over   the 
heads  of  a  majority  of  the  teachers  in  attendance  at  the  institutes 

Constructive  suggestions 

As  some  counties  may  have  outgrown  the  institute  stage  while  in 
others  institutes  may  still  offer  the  most  effective  way  of  increasing 
the  professional  attainments  of  teachers,  in  order  that  institutes 
may  be  more  closely  adapted  to  the  needs  of  the  counties  it  is 
recommended : 

That  the  county  board  of  education  be  authorized  and  required  to 
decide  on  or  before  Feb.  ist,  of  each  year  whether  the  so-called 
institute  fund  shall  be  used  during  the  coming  year  for  institute 
purposes  and  whether  school  districts  shall  be  required  to  pay 
teachers  for  attendance  at  institutes 

That  in  counties  where  no  institute  has  been  held  district  boards  of 
education  be  authorized  and  required  to  pay  to  every  teacher  in 
their  employ  who  has  attended  for  at  least  6  weeks  a  recog- 
nized summer  school  for  the  training  of  teachers,  the  sum  of  $10 

That  in  counties  where  no  institute  is  held,  the  county  board  of 
education  be  authorized  and  required  to  pay  every  "beginner" 
who  has  attended  at  least  6  weeks  at  a  recognized  summer 
school  $10  over  and  above  the  $10  paid  by  her  board  of  educa- 
tion, and  that  this  payment  be  made  at  the  end  of  the  first  month 
of  actual  school  teaching,  on  the  certificate  of  the  district  super- 
intendent that  the  teacher  in  question  has  actually  taught  i  full 
month 

That  in  counties  where  institutes  are  held  county  and  district  boards 
of  education  be  authorized  to  make  such  payments 

That  in  case  county  boards  of  education  decide  to  retain  teachers' 
institutes  they  may  limit  their  length  to  2,  3  or  4  days 

That  the  institute  sessions  at  least  i  day  be  under  the  immediate  di- 
rection of  the  county  superintendent  who  shall  arrange  the  program 
for  that  day,  the  expenses  up  to  $50  being  paid  from  the  institute 
fund 

That  the  county  superintendent  and  district  superintendents  of 
each  county  be  authorized  to  work  out  an  improved  plan  for 


PROFESSIONAL  TRAINING  OF  BACKERS  101 

teachers'  institutes,  which  plan  shall  be  binding  ri><ri  tlic  <  >(licers 
of  the  county  institutes 

This  plan  will  compel  teachers  and  managers  of  institutions  to  jus- 
tify the  continuation  of  institutes  at  public  expense  by  doing  work 
which  will  win  the  ungrudging  support  of  those  who  pay  the  bills 

Present  means  of  educating  rural  teachers 

At  present  a  normal  college  and  a  normal  school  are  giving  courses  for 
rural  teachers.  Last  year  only  one  institution  was  giving  such  a  course. 
The  number  enrolled  in  the  course  was  129.  The  number  of  new 
teachers  required  in  the  township-  districts  annually  is  approximately 
3,000 

As  has  been  shown  graduates  of  normal  schools  and  colleges  do  not  take 
up  rural  school  teaching  in  any  number 

Experience  of  some  other  states 

As  pointed  out  above,  pp.  77  and  84,  students  reared  in  rural  schools, 
1  though  they,  like  others,  feel  drawn  to  the  city,  are  more  likely  to 
take  up  teaching  in  the  rural  schools  than  students  from  villages  and 
cities.  The  experience  of  several  states,  notably  Minnesota,  Michigan 
and  Wisconsin,  goes  to  show  that  if  a  sufficient  supply  of  trained 
rural  teachers  is  to  be  obtained  it  is  necessary  to 

Train  rural  teachers  in  rural  institutions  for  training  teachers 

Have  a  large  number  of  centers  for  such  training  in  order  to  tap  the 
greatest  possible  sources  of  supply 

Minnesota  in  addition  to  courses  for  rural  teachers  in  4  normal  schools 
maintains  courses  for  rural  teachers  in  84  high  schools,  each  of  which 
receives  $1,000  state  aid 

Michigan  besides  offering  courses  for  rural  teachers  in  4  normal  schools 
maintains  courses  for  training  rural  teachers  in  45  high  schools  dis- 
tributed over  the  state.  These  high  schools  receive  from  the  state 
$500  for  each  teacher  employed  in  the  rural  teachers'  training  court's 

Wisconsin  maintains  in  addition  to  courses  for  rural  teachers  in  5  normal 
schools,  27  county  training  schools,  the  expenses  of  which  are  divided 
between  the  counties  and  the  state.  So  great  is  the  need  of  trained 
rural  teachers  that  at  least  7  high  schools  in  Wisconsin,  entirely  with- 
out state  aid,  have  established  rural  teachers'  training  courses 


102 


SCHOOL    SURVEY    REPORT 


Summary 

The  state  is  doing  more  proportionately  for  the  training  of  high  school 
teachers  than  for  the  training  of  elementary  teachers.  Not  over  800 
new  high  school  teachers  are  required  each  year  while  at  least  5,000 
additional  elementary  teachers  must  be  supplied  annually.  Two  state 
aided  institutions  maintain  four  year  professional  courses  for  the 
training  of  regular  high  school  teachers  and  one  other  for  the  training 
of  teachers  to  teach  specialties  in  high  schools.  These  institutions 
give  two  year  courses  for  the  training  of  teachers  for  elementary 
schools.  One  more  will  be  added  to  the  number  within  a  year- 


WHAT  OHIO  15  DOING  TO  TRAIN  TEACHERS 

dTrafed  Sh  r 

One  part  of  one  state  institution  supplies  CRURAL  SCHOOL  teachers 


Annual  Demand 
for  Ne.wTeachei-5 


1O  state  and  city  institutions  supply  42  7  GRADED  SCHOOL  teachers 


Hffla 


3  state  and  city  institutions  supply  53  HIGH  SCHOOL  teachers 


Normal  schools  and  normal  colleges,  even  if  they  have  special  courses 
for  rural  teachers,  do  not  and  cannot  supply  trained  teachers  for  rural 
districts.  Every  year  about  3,000  teachers  are  required  to  fill  vacan- 
cies in  the  rural  elementary  schools.  As  the  total  number  of  grad- 
uates of  the  state  and  city  normal  schools  is  only  427,  and  as  the  city, 
village  and  special  districts  require  at  least  2,400  additional  teachers 
each  year,  it  is  clear  that  even  if  the  normal  colleges  doubled  and 
trebled  the  output  they  could  not  supply  the  demands  of  non-rural 
districts 

On  account  of  their  training  for  graded  schools,  of  superior  financial 
rewards  in  cities  and  villages,  and  of  more  highly  developed  social 
life  in  cities  and  villages,  graduates  of  normal  schools  do  not  as  a 
general  thing,  desire  to  go  to  rural  districts  to  teach 


PROFESSIONAL    TRAINING    OF    TEACHERS  IO3 

Students  who  have  been  raised  and  educated  entirely  in  the  country, 
up  to  entrance  into  the  normal  school,  are  more  apt  to  be  willing  to 
go  back  to  the  country  to  teach  than  city  and  village  bred  and  trained 
teachers 

If  rural  districts  are  to  be  adequately  supplied  with  trained  teachers, 
it  must  be  done  in  rural  institutions  sufficiently  widely  distributed 
to  tap  all  available  sources  of  supply.  Schools  must  be  taken  to 
the  students  and  must  be  established  in  an  environment  which  will 
not  educate  away  from  rural  life 

If  rural  schools  are  to  come  into  their  own,  something  must  be  done 
quickly 

To  provide  adequate  remuneration  to  the  rural  teacher 

To  see  that  when  adequate  remuneration  is  offered,  capable  teachers 
are  appointed 

In  many  widely  separated  parts  of  the  state  the  salary  schedule  bears 
no  relation  to  teaching  efficiency.  A  county  noted  for  high  salaries 
of  rural  teachers  has  not  so  high  a  percentage  of  teachers  with 
academic  training  in  advance  of  the  grades,  as  another  county 
which  pays  on  the  average  extremely  low  salaries.  This  condition 
can  be  corrected  by  expert  supervision  and  choice  of  teachers  and 
by  the  general  adoption  of  salary  schedules  based  on  experience 
and  training 

Constructive  suggestions 

That  every  section  of  the  state  may  be  supplied  with  facilities  for 
the  effective  professional  training  of  teachers  in  rural  and  village 
communities,  it  is  recommended  that 

The  state  shall  pay  a  subvention  of  $1,000  each  to  not  less  than  i 
nor  more  than  3  first  grade  high  schools  in  each  county,  whose 
boards  of  education  are  willing  to  establish  a  four  year  course 
for  rural  and  village  teachers,  and  to  offer  short  professional 
courses  to  teachers  in  service  and  to  beginners  who  are  not  in  a 
position  to  take  the  full  high  school  course 

Boards  of  education  desiring  to  install  such  courses  shall  make  ap- 
plication to  the  state  Superintendent  for  approval,  and  the  state 
Superintendent  shall  be  authorized  to  approve  or  disapprove  any 
application  which  may  come  to  him.  Three  shall  be  the  maxi- 
mum for  any  county 


IO4  OHIO    STATE    SCHOOL    SURVEY    REPORT 

Courses  for  teachers  shall  be  established  only  in  rural  districts  and 
in  villages.  At  least  one  such  course  in  each  county  shall  be 
established  in  a  rural  district  or  in  a  village  district  with  a  popula- 
tion of  less  than  1,500 

One  or  more  teachers  shall  be  employed  who  shall  devote  all  their 
time  to  professional  instruction  and  supervision  of  practice  teach 
ing 

These  teachers  shall  be  appointed  on  the  nomination  of  the  county 
superintendent 

No  teacher  in  the  course  for  teachers  in  such  a  subsidized  high 
school  shall  receive  less  than  $75  per  month 

High  schools  receiving  the  subvention  shall  be  required  to  remain 
in  session  36  school  weeks  each  year 

Each  county  superintendent  shall  supervise  closely  all  teachers' 
training  courses  in  his  county  and  shall  teach  at  least  50  full  hours 
each  year  in  each  such  course  established  in  his  county 

These  schools  should  offer  short  courses  for  teachers  throughout  the 
year,  but  unless  their  practice  departments  can  be  maintained  dur- 
ing the  summer,  they  should  not  offer  summer  courses 

Every  such  school  should  offer  at  least  a  one  year  course  for  the 
training  of  teachers  for  which  the  entrance  requirements  should  be 
progressively  increased  according  to  a  schedule  similar  to  the  fol- 
lowing: 

1915  Graduation  from  an  elementary  school 

1916  Completion  of  i  year  in  high  school 

1917  Completion  of  2  years  in  high  school 

1918  Completion  of  3  years  in  high  school 

Graduates  of  the  one  year  courses  should  be  given  one  year  county 
certificates  renewable  twice  without  examination,  and  if  successful 
three  year  county  certificates  once  renewable  at  the  end  of  the  3 
year  period 

Graduates  of  these  one  year  courses  who  are  also  graduates  of  first 
grade  high  schools  should  be  given  four  year  provisional  certifi- 
cates, good  only  in  schools  under  the  supervision  of  the  county 
superintendents.  These  certificates  should  be  convertable  into 
county  life  certificates  by  the  state  Superintendent  of  Public  In- 
struction on  proof  of  successful  teaching 


PROFKSSION'AL    TRAINING    OF    TKACIIKRS  IO5 

Graduates  of  one  year  teacher  training  courses  who  are  also  grad- 
uates of  first  grade  high  schools  should  be  'eligible  for  admission  to 
the  second  year  of  any  state  normal  school  or  college 

All  schools  offering  training  courses  for  teachers  should  (i)  main- 
tain a  practice  department,  (2)  be  authorized  to  make  arrangements 
with  boards  of  education  to  obtain  practice  teaching  privileges  in 
one  room  rural  schools,  and  (3)  require  of  all  students  extended 
observation  work  not  only  in  the  regular  practice  school  but  in 
ungraded  rural  schools 

That  the  4  state  aided  normal  schools  and  colleges  may  be  enabled 
to  exert  the  widest  influence  on  the  development  of  efficient  rural 
schools  it  is  recommended  that 

They  be  authorized  to  make  arrangements  with  6  boards  of  educa- 
tion in  non-centralized  rural  districts  to  take  over  the  manage- 
ment of  6  one  room  rural  schools  in  various  parts  of  their  con- 
stituencies and  maintain  these  schools  as  model  one  room  rural 
schools 

The  normal  schools  and  colleges  each  receive  an  annual  grant  of 
$3,000  from  the  state  for  the  purpose  specified 


VII    CLASSROOM  INSTRUCTION  IN  ELEMENTARY 

SCHOOLS 


Interior  views 

1  "Teacher  a  middle  aged  man.     Has  taught  all  his  life.     Teacher  loves 
his  work  and  his  pupils.  ,  Taught  very  efficiently,  keeping  his  pupils 
intensely  interested  in  their  work.    He  never  used  a  book  in  recitation, 
asked  frequent  questions  in  history  and  geography  and  made  it  a  point 
to  connect  products  and  commercial  activities  with  the  physical  con- 
ditions of  country  studied.     Teacher  owns  a  small  farm  in  the  neigh- 
borhood" 

2  "Teacher  is  alert  and  interested  in  her  work   and   her  pupils.     She 
frequently  draws  on  the  children's  own  experience  and  knowledge  to 
bring  out  the  point  under  discussion" 

3  "Teacher  does  many  out  of  the  ordinary  things  to  interest  her  pupils 
when  the  weather  is  bad.    To  keep  them  busy  and  out  of  mischief,  at 
noon  or  recess,  she  has  given  them  pieces  of  muslin  stamped  with  fig- 
ures to  be  outlined  in  red  floss.     Boys  and  girls  both  like  to  do  this. 
The  older  girls  are  taught  plain  embroidery.     An  agricultural  exhibit 
was  held  here  last  fall.     Teacher  and  pupils  have  made  flower  beds 
on  all  sides  of  the  building  and  have  planted  seeds  and  bulbs.    The  boys 
have  built  3  bird  houses  and  placed  them  on  or  near  the  building.    Wild 
cucumber  vines  have  been  planted  to  make  a  screen  for  the  outside 
toilets.     Five   of   the   pupils   were  considered   below   normal  by   the 
teacher.    Two  of  these  cases  may  be  due  to  defective  eyesight.     This 
has  been  reported  to  parents  and  some  attempt  has  been  made  to  correct 
the  defects" 

4  "Teacher,  splendid,  wide  awake,  progressive  and  ambitious.     She  does 
not  save  herself  any  trouble  to  improve  the  school  as  far  as  it  lies  in 
her  power ;  but  the  school  board  does  not  recognize  merit  and  hires  all 
teachers  at  $40  per  month   without  much   regard   for   qualifications, 
experience  or  efficiency.    The  last  day  of  school  there  is  to  be  a  plant 
judging  contest.     Each  child  is  to  bring  a  plant  which  he  or  she  has 
cared  for  during  winter" 

5  "Teacher  has  been  making  a  study  of  primary  methods.     She  has  fur- 
nished wooden  pegs,  paste,  scissors  and  paper  and  managed  to  keep 

(106) 


CLASSROOM    INSTRUCTION  1O7 

the  little  children  busy  at  some  definite  task  all  the  time.  In  doing 
this  she  did  not  neglect  the  older  pupils.  Her  recitations  aroused 
enthusiasm.  The  work  was  not  confined  to  books.  The  teacher  tried 
to  acquaint  her  pupils  with  facts  and  conditions  in  life  about  them" 

6  "Teacher's  first  year  teaching.    Work  good.    Teacher  takes  great  pains 
with  each  pupil.     She  is  in  close  touch  with  her  pupils,  plays  with 
them  at  recess  and  keeps  on  good  terms  with  them.    The  teacher  asks 
pupils  to  solve  problems  in  more  than  i  way" 

7  "A  very  fine  spirit  pervades  this  school.    When  a:  pupil  passed  before 
a  visitor  he  always  said  Tlease  excuse  me.'    Teacher  aroused  interest 
by  questioning  pupils  about  things  in  the  lesson  which  might  be  within 
the  common  observation,  reading  or  conversation  of  a  pupil.    Teacher 
played  on  the  play  ground  with  the  children  and  frequently  cautioned 
them  about  rough  manners  and  coarse  speech" 

8  "Teacher  said  the  story  class  was  his  favorite.     Six  children  of  lower 
grades  were  in  class.     Teacher  re-told  a  story,  the  children  helping. 
Then  as  there  were  but  3  characters  in  the  story,  the  children  acted  it 
out.    It  was  very  well  done" 

9  "There  was  considerable  waste  of  time.     The  teacher  seemed  to  be 
waiting  for  something  to  happen.     This  created  an  expectancy  which 
led  the  visitor  to  anticipate  an  event.     However,  nothing  more  excit- 
ing happened  than  frequent  reminders  to  the  pupils  that  it  would  be 
well  for  them  to  get  to  studying  or  a  'persuader'  might  be  urged  into 
practice.     It  was  quite  common  for  a  pupil  to  interrupt  a  recitation 
with  'Teacher  I  can!t  get  that  there  example'  or  'Where  is  the  spelling 
lesson  for  tomorrow?'     Pupils  took  their  time  returning  from  recess, 
some  of  the  boys  coming  in  as  much  as  6  minutes  late" 

10  "Pupils   play   in   class,   read   answers    from  book   and   talk   back   to 
teacher.     Both  teacher  and  pupils  went  to  window  and  looked  out 
whenever    they    wished.      In    the    afternoon    the    teacher    called    the 
advanced  spelling  class  and  they  refused  to  go,  claiming  that  no  assign- 
ment had  been  given.    Two  hickory  switches  hung  behind  the  teacher's 
desk-" 

11  "When  classes  were  called  to  recite  teacher  took  book  from  I  of  the 
pupils  and  after  learning  where  lesson  began,  proceeded  to  read  aloud. 
Occasionally  he  paused  and  the  pupils  supplied  the  last  word  of  sen- 
tence or  paragraph.     When  3  pages  had  been  read  thus,  3  more  were 
assigned  and  the  class  dismissed.     Pupils  asked  no  questions  nor  were 
they  encouraged  to.     Teacher  had  no  familiarity  with  subject  matter. 
When  he  ventured  to  ask  a  question  he  was  not  sure  of  the  answer 


IO8  OHIO    STATE    SCHOOL    SURVEY    REPORT 

and  lost  time  hunting  it  up  in  book.  But  i  topical  recitation  was  called 
for  and  teacher  repeated  each  statement  of  pupils.  In  spelling  classes 
each  child  faced  the  school  in  turn,  and  spelled  a  word  from  the  book  as 
follows:  'I-n  in,  d-i  indi,  v-i-d  individ,  u,  individu,  aul,  individual, 
i  individual!,  t-y  individuality.'  After  all  the  words  had  been  so  read 
they  were  spelled  in  same  manner  without  books" 

12  "The  teacher  was  pleased  to  see  the  visitor.     He  is  64  years  of  age 
and  has  taught  48  years.     In  the  present  district  he  has  taught  5  years 
this  time,  5  at  another  and  doesn't  remember  how  long  at  another  (his 
house  had  burned  and  destroyed  his  records).     He  drew  the  plan  for 
the  present  school  house  in  1872.     He  put  in  the  seats,  new  ones,  but 
all  the  same  size;  he  said  he  had  told  the  board  to  get  different  sizes, 
but  they  didn't.    He  put  up  the  slate  blackboards.    A  string  of  tile  lies 
in  front  of  school  lot  ready  to  be  put  in.    It  was  bought  by  the  teacher, 
and  he  and  the  pupils  will  put  it  in.     The  teacher  owns  a  good  farm. 
A  teacher  in  the  adjoining  district  told  me  that  Mr.  -  -  teaches 
because  he  loves  children.     Five  of  his  grandchildren  are  in  school 
while  a  sixth,  a  girl  of  about  17,  is  a  frequent  visitor  and  helper.     She 
was  hearing  a  reading  class  when  I  entered.     The  teacher  also  has 
a  cousin  in  school.     All  the  pupils  call  him  'Grandpa.'     Occasionally 
one  says  'Mister.'     He  is  somewhat  old-fashioned  but  still  keeps  up 
with  modern  thought  very  well.     He  said  he  was  trying  the  Montes- 
sori  system  on  i  pupil  with  good  results.     A  general  disorder  marks 
the   school   room, — maps   stacked  in  corners,  calendars  upside  down, 
benches  (used  for  debates,  etc)  not  in  order,  but  scattered,  wall  paper 
loose.     The  teacher  is  not  tidy  in  appearance.     These  are  my  greatest 
criticisms.    If  they  were  remedied,  very  little  objection  could  be  offered. 
No  attempt  is  made  to  have  order — pupils  stand  up,  change  seats,  and 
do  as  they  please,  run  and  talk  loud  in  the  room  at  recess  without  a 
word  of  reproof.     And  yet  they  will  obey  immediately  and  try  to  do 
anything  the  teacher  asks.    In  his  love  for  children  and  theirs  for  him, 
he  is  a  modern  Pestalozzi.     I  believe  he  has  been  and  yet  is,  a  power 
for  good  in  the  community" 

13  "In  geography  exercise  the  teacher  asked  questions  while  looking  in 
book  and  looked  at  book  to  verify  correctness  of  answers  given  by 
pupils.     These  answers  were  short,  incomplete  and   frequently  given 
only  after  pumping  or  leading  questions  by  the  teacher.     The  teacher 
did   not   illustrate   or   amplify.      Back   of   teacher's    desk    was   a   case 
fastened  to  the  wall,  which  I  supposed  was  a  map  case.    When  I  asked 
the  teacher  why  she  did  not  use  maps  in  her  work  she  told  me  that 
there  were  no  maps  in  school.     I  asked  her  as  to  the  case  on  wall.     She 
said  that  she  thought  that  had  some  fire-extinguishing  apparatus  in  it 


CLASSROOM    INSTRUCTION  ICK) 

and  not  maps.  I  opened  it  and  found  a  set  of  maps,  i  for  each  conti- 
nent, i  for  the  United  States  and  i  for  Ohio,  on  rollers  within  case.  I 
asked  her  (the  teacher)  if  she  had  used  any  supplementary  reading  in 
geography  work.  She  said,  'No,  because  there  are  no  books.'  In  a 
case  I  found  a  set  of  Carpenter's  Geography  Readers" 

14  "There  is  an  attendance  of  24  pupils  in  7  different  grades.    There  has 
been  a  new  teacher  each  year  for  the  past  10  years.     Once,  long  ago, 
a  teacher  remained  2  years.    The  parents  of  some  of  the  present  pupils 
attended  school  in  this  same  building  and  used  the  same  desks.     I  felt 
quite  uneasy  sitting  in  the  only  visitor's  chair  for  fear  it  would  collapse 
with  me.     The  school  house  is  situated  in  a  beautiful   region,  quite 
equal  to  the  famous  'Blue  Grabs'  region  of  Kentucky.    Modern  meth- 
ods of  agriculture  are  in  evidence  everywhere ;  the  land  is  drained  with 
tiling ;  aermotors  supply  water  when  it  is  dry ;  the  barns  and  outbuild- 
ings for  stock  are  exceptional.     And  yet,  the  very  last  concern  of  the 
community  seems  to  be  children" 

15  "This  school  was  presided  over  by  a  male  teacher.    He  made  several 
mistakes  in  the  pronunciation  of  words  but  his  influence  is  of  the  very 
best.     His  school  was  the  cleanest  I  have  seen  in  the  county.     The 
maps  are  of  date  1880.    Imagine  a  teacher  trying  to  use  such  geograph- 
ical maps.     This  section  of  the  country  is  rich ;  nearly  all  the  farmers 
are  getting  automobiles.     Picture  an  eight  month  school  year  in  such 
a  region.    Think  of  a  man  with  a  wife  and  2  children  earning  a  salary 
of  $440  per  annum,  which  includes  his  pay  for  janitor  service" 

16  "The  parents  are  not  in  "sympathy  with  school  work.     They  will  not 
furnish  tablets  nor  pens  and  ink.     Teacher  furnished  these  himself. 
A  part  of  the  afternoon  was  given  over  to  literary  program.     Several 
of  the  parents  had  called  on  teacher  and  refused  to  have  children  take 
any  part.    They  said  they  did  not  send  their  children  to  school  to  learn 
such  new-fangled  notions.     One  little  girl,  9  years  old,  has  an  excep- 
tionally bad  case  of  adenoids.     She  has  been  going  to  school  3  years, 
is  still  in  first  reader  and  is  not  able  to  read  at  all.    When  the  present 
teacher  spoke  to  child's  father  he  became  very  angry  and  teacher  was 
unable  to  do  anything  with  him.    A  word  about  the  teacher.    He  is  of 
Italian  descent,  an  orphan  and  fresh  air  boy.    Has  made  his  own  way 
and  gained  a  fair  education.     He  had  a  remarkable  understanding  of 
child  nature  and  with  his  kind  sympathetic  nature  drew  the  children 
to  him" 

17  "The  ABC  method  of  teaching  reading  is  the  only  one  he  knows; 
the  first  reader  class  was  called  and  while  i  pupil  stood  by  the  teacher's 
knee  and  said  and  spelled  the  words  of  the  lesson,  the  others  whispered 


HO  OHIO    STATE   SCHOOL    SURVEY    REPORT 

and  played  until  their  turn  came.  I  asked  to  hear  a  class  in  agricul- 
ture. The  teacher  said  that  he  had  had  only  2  girls  in  that  class  and 
as  they  had  so  much  other  work  to  do,  he  told  them  that  they  might 
drop  agriculture  as  he  didn't  see  much  need  of  it  anyway" 

18  "In  this  school  I  found  a  very  active  teacher.     It  was  seldom  that  he 
asked  a  question  that  could  be  answered  by  yes  or  no,  and  the  ques- 
tions provoked  thought.     His  pupils  answered  in  complete  sentences, 
not  in  a  few  detached  words  as  in  most  of  the  schools  I  had  previously 
visited.     The  pupils  seemed  to  be  eager  to  work.     The  discipline  was 
good.     This   school   showed   the   good   effects   of    supervision.      The 
teacher  was  very  enthusiastic  in  his  praise  of  the  township  superin- 
tendent" 

19  "This  school  was  chosen  for  survey  because  located  on  a  brick  trunk 
road,  on  a  trolley  line.    School's  37  pupils  include  a  boy  who  is  a  defec- 
tive, a  girl  who  has  difficulty  in  speech,  and  a  boy  and  girl  who  have 
trouble  with  their  sight.     The  defective,  clumsy  in  movement  and  in 
speech,  with  a  teacher  less  able  and  tactful,  would  cause  disorder. 
Pupils  assist  in  many  ways.    The  defective  does  errands  and  keeps  the 
fire.     Before  dismissal,  I  of  the  pupils  inspects  all  desks,  to  see  that 
all  are  left  in  good  order.    This  is  done  unobtrusively.    Pupils  criticize 
class  work,  emphasis  being  put  upon  good  as  well  as  upon  bad  points. 
In  recitation  each  pupil  quickly  and  quietly  went  to  the  front  and  faced 
the  class  while  reciting.     Emphasis  was  placed  upon  correct  position 
and  holding  of  the  book  in  left  hand.    In  arithmetic  the  teacher  makes 
good  use  of  'Perception   Cards'  with   2nd   and  3rd  grades.     Pupils 
respond  quickly.     In  agriculture  the  work  consists  largely  of  readings 
by  pupils  with  explanations  by  teacher.    An  Audubon  Society  has  been 
formed,  pupils  members.     There  are  addresses  by  interested  persons. 
Pupils  were  interested  in  meeting  to  be  held  on  the  day  following  sur- 
vey.    Individual  towels  are  provided  by  pupils.     No  manual  training. 
Organ  used  daily,  stencils,  etc.,  for  first  grade.     Individual  cups  pro- 
vided by  pupils,  are  kept  in  desks.     Sanitary  drinking  fountain  or- 
dered.    On  day  of  survey  boys  played  'Pull-away'  and  girls  'Grass 
Tag.'    Parents  are  entertained  by  teacher  and  pupils  who  give  simple 
plays  arranged  by  teacher.     Present  paper  and  paint  in  building  faded. 
Board  plans  to  redecorate.    This  is  an  interesting  school.     It  formerly 
had  the  reputation  of  being  a  hard  school  to  manage.     The  present 
teacher  was  told  that  she  would  be  unable  to  hold  it  for  more  than  i 
year.     She  is  now  in  her  5th  year  in  the  school" 

20  "The  school  house  is  vefy  poo'rly     furnished  inside,  desks  old,  and 
doors  broken.     The  front  door  had  to  be  propped    shut  with  a  broom 


CLASSROOM    INSTRUCTION  III 

on  the  inside  during  school  hours.  One  of  the  doors  to  a  cloak  room 
was  off  i  hinge  and  hung  over  in  such  a  way  as  to  require  the  children 
to  stoop  to  enter.  This  particular  cloak  room  is  about  half  filled  with 
trash.  A  good  jacketed  stove  is  in  use  and  is  located  in  one  corner  of 
the  room.  However,  the  old  stove  which  is  a  very  tall  and  large  one 
is  still  left  standing  in  the  middle  of  the  room,  though  never  used. 
Decidedly  the  best  part  of  the  school's  equipment  is  the  teacher" 

21  "Pupils  would  frequently  interrupt  a  recitation  by  leaving  their  seats 
and  going  to  the  teacher  to  ask  some  question  or  to  obtain  permission 
to  leave  the  room,  have  a  pencil  sharpened,  get  a  drink,  or  for  some 
favor.      The   work   was    routine — always    from    the   text-book.      The 
teacher  seemed  not- to  be  annoyed  by  inattention  to  study,  to  dropping 
slates,  to  rattling  inkwells  or  other  noises.     A  poor  recitation  in  his- 
tory was  met  with  the  rebuke,  'You  must  study  this  lesson  harder  for 
tomorrow.'    The  only  real  studying  in  the  room  seemed  to  be  done  by 
the  teacher.    She  took  time  between  recitations  either  to  read  or  study 
the  lesson.     There  was  not  a  suggestion  of  inspiration  or  interest  in 
anything  about  the  school  unless  in  the  appearance  of  the  teacher  who 
was  unusually  pretty" 

22  "Teacher  placed  on  board  'an,  man,  ran,  can.'     Children  took  tablets 
and  slates  and  copied  same  while  teacher  passed  about  among  them 
giving  a  few  individual  suggestions.     No   instruction  as  to  position, 
holding  pencils  and  pens,  principles  involved,  etc.     In  reading  classes 
i  pupil  after  another  was  called  upon  to  read   i  paragraph  or  sen- 
tence.   This  he  drawled  out  in  a  slow,  mechanical  way,  in  a  monotone, 
no  expression  whatever,  and  no  attempt  at  comprehension  of  matter 
read.     The  teacher  took  no  part  in  the  recitation  at  all  except  when 
pupils  could  not  pronounce  words ;  these  she  pronounced  for  them  and 
the  recitation  went  on  as  before.     This  method  of  procedure  I  find  to 
be  the  invariable  rule  followed  by  every  teacher  I  have  observed  so 
far.    They  simply  do  not  know  how  to  give  instruction  in  reading  an'd 
the  instruction  in  other  subjects  is  equally  poor.     The  following  ques- 
tions were  given  as  a  5th  grade  geography  test.    Since  they  indicate  the 
character  of  the  instruction  given,  I  copy  them  verbatim : 

1  Name  the  states  on  the  Gulf  of  Mexico 

2  Name  2  of  the  largest  cities  of  the  U.  S.  and  tell  where  they  are 

3  Tell  all  you  can  of  the  prairies  of  the  U.  S. 

4  Name  the  Great  Lakes  and  name  a  city  near  them 

5  What  has  Columbus  to  do  with  our  country? 

6  Write  5  lines  about  the  wheat  of  the  U.  S. 

7  Describe  our  forests 


112  OHIO    STATE    SCHOOL    SURVEY    REPORT 

Despite  the  adverse  criticisms  given  on  these  cards,  I  should  rate  this 
young  lady  high  so  far  as  the  natural  qualifications  of  a  good  teacher 
are  concerned.  She  handles  a  school  well,  has  excellent  manners  and 
bearing,  but  she  is  positively  lacking  so  far  as  up-to-date  professional 
methods  are  concerned" 

23  "This  school  is  a  good  example  of  bad  conditions  that  prevail  in  a 
large  part  of  the  schools  of  this  and  the  adjoining  counties.    While  the 
community  is  wealthy,  they  take  little  interest  in  and  give  little  atten- 
tion to  education.     The  building  is  probably  60  years  old  though  in  a 
fair  state  of  preservation.     The  seats  are  ill  adjusted;  there  are  no 
window  blinds ;  and  no  screens  to  the  windows.     The  outhouses  are 
rather  dirty  and  unsanitary.     The  well  water  is  unfit  for  use.     There 
are  no  cloak  rooms  separate   from  the  main  single   recitation  room. 
The  teacher,  a  middle-aged  widow,  has  had  only  i  year  of  academic 
training  beyond  a  meager  common  school  education  and  this  on  com- 
mon branches.     She  has  tried  to  read  some  books  on  education,  but 
has  never  had  any  normal  training.     She  knows  next  to  nothing  about 
method  or  the  child  mind.    During  my  visit  she  ground  out  recitations 
at  the  rate  of  50  per  day.    This  gave  no  opportunity  for  individuality, 
for  drill,  for  training  in  habits  of  accuracy,  precision,  or  investigation. 
She  did   a  large  part  of   the  reciting  with   sOme   occasional   concert 
approvals  on  the  part  of  the  various  classes.    The  reading  in  the  main 
was  a  meaningless,  monotonous  recital  of  words  without  interest  or 
expression ;  and  most  of  the  work  of  the  school  was  a  dismal,  dead- 
ening, mechanical  grind  that  is  a  crime  against  the  childhood  of  the 
community" 

24  "If  'there  had  been  an  attempt  to  find  the  worst  place  to  locate  a 
school  they  could  not  have  done  better.     A  creek  runs  around  the 
school  house  cutting  the  ground  so   as  to  preclude  any  playground. 
The  privies  are  on  the  edge  of  the  creek  and  the  smell  is  perceptible  in 
the  school  house  when  the  windows  are  lowered.     Grounds  are  over- 
grown with  brush  and  weeds.     The  building  is  lower  than  the  road 
and  the  water  runs  off  road  into  doorway.     The  water  bucket  stands 
on  the  floor.     The  community  does  not  seem  to  be  a  very  progressive 
one  according  to  the  teacher.     The  parents  are  accustomed  to  criticize 
and  take  the  teacher  to  task  for  maintaining  discipline.     The  building 
was  disreputable.     The   ceiling  was  once  blue.     The   seats  were   of 
various  styles  and  many  were  broken.     The  door  was  held  from  out- 
side by  a  hasp  and  padlock,  and  inside  by  large  rock.     The  teacher 
wore  no  coat.     He  had  on  a  faded  blue  shirt  with  attached  collar,  no 
tie  and  big,  wide  black  suspenders.    He  wore  a  gold  ring  and  a  leather 
watch  fob.     No  time  was  lost  since  teacher  was  usually  hearing  2  or  3 


CLASSROOM    INSTRUCTION  113 

recitations  at  a  time.  Recitations  consisted  of  questions  of  fact  and 
nobody  answered.  Pupils  did  not  know  how  to  go  about  it.  Teacher 
heard  a  reading  class  and  grammar  class  at  once,  holding  a  book  in 
each  hand.  A  reading  recitation  consisted  of  the  pupils  naming  words 
in  halting  way  and  teacher's  telling  when  the  halt  was  too  long.  A 
boy  read  5  minutes  while  teacher  was  explaining  a  problem  to  a  girl. 
Primary  history  was  merely  the  reading  of  the  text.  Boy,  13  years 
old,  was  in  second  reader  and  had  never  studied  arithmetic.  During 
recitations  nobody  seemed  to  pay  any  attention  except  the  I  perform- 
ing. Teacher  gets  older  pupils  to  pronounce  spelling  lessons  and  hear 
reading  of  younger  ones.  The  grammar  lesson  comprised  the  copying 
on  board  of  outline  on  pronoun.  -The  pupils  were  supposed  to  recite 
from  outline,  but  they  didn't.  A  few  attempted  to  give  some  book 
definitions  and  the  teacher  helped  them  out.  The  surveyor  was  the 
first  visitor  the  school  had  ever  had  so  far  as  the  memory  of  the  oldest 
living  inhabitant  served" 

25  "This  school  was  closed  the  evening  before  I  called  because  of  2 
cases   (in  2  families)   of  scarlet  fever.     I  could  not  reach  the  other 
school  the  same  day  so  with  the  help  of  the  sub-director,  I  have  made 
this  report.  The  school  house  is  a  good  one — a  great  improvement  in  that 
it  has  2  good  cloak  rooms,  7x8,  and  a  library  room  7  x  12.     It  also 
has  a  corridor  5x15.    The  seats  are  single  and  in  fine  condition.    The 
room  is  papered — walls  and  ceiling  are  clean,  but  the  floor  is  very 
dirty.     It  has  not  been  scrubbed  nor  cleaned  for  more  than  a  year. 
The  flies  were  thick  all  over  the  room,  so  many  that  I  was  greatly 
annoyed  during  the  4  hours  I  spent  in  the  building.     I  found  that  the 
flies  were  hatched  in  the  boys'  privy — a  most  filthy  place.     The  floor 
was  saturated  with  urine  and  mud.    I  put  up  a  bluff  and  instructed  the 
sub-director  to  have  house  thoroughly  cleaned  and  fumigated  before 
opening  school  again.     It  is  a  pity  that  this  one  thing — dirt — should 
materially   interfere   with   the   making   of   a   good   school.       I   saw    I 
indication  of  good  work  in  agriculture — a  set  of  examination  papers 
on  the  teacher's  desk  in  which  good  drawings  were  made  illustrating 
'tongue  grafting'  and  'steps  in  budding'  " 

26  "Yard  was  so  covered  with  trees  as  to  make  it  impossible  to  hold 
organized  play.     Clothes  were  hung  on  nails  and  broken  hooks  which 
had  been  driven  in  edge  of  shelves  on  which  were  placed  the  dinner 
pails.     These  shelves  were  bare  and  open.     All  the  building  needed 
repairs.     School  house  siding  is  broken  and  the  paper  hangs  loose,  also 
foundation  is  open  in  places.     A  boy  could  almost  crawl  through  coal 
shed  roof.     Both  privies  needed  repairs  but  the  boys'  is  in  a  deplorable 

8    s.  s. 


114  OHIO    STATE    SCHOOL    SURVEY    REPORT 

condition.  The  bench  is  broken  down  and  at  present  time  excreta  are 
deposited  miscellaneously  over  the  entire  floor.  A  pupil  informed  me 
that  it  was  in  the  same  condition  last  year.  The  teacher  says  he  has 
spoken  to  members  of  board  about  conditions,  but  nothing  has  been 
done  up  to  date.  The  well  is  covered  so  carelessly  that  the  autumn 
leaves  have  sifted  through  upon  the  water  which  stands  within  a  few 
feet  of  surface.  The  boys  said  that  last  year  for  a  few  weeks  it  was 
not  fit  to  drink  as  it  was  so  yellow.  At  present  i  child  is.  sick  with 
typhoid  fever  and  another  is  so  ailing  as  not  to  be  able  to  attend 
school.  There  seemed  to  be  a  great  deal  of  unnecessary  moving  about 
room  during  entire  day  for  all  sorts  of  purposes.  Teacher  is  very 
courteous.  He  had  no  chance  to  show  knowledge  of  lighting  as  the 
windows  lacked  both  shades  and  shutters.  All  the  decorations  are 
counted  in  3  small  pictures  about  3x5  inches  and  a  few  maps  drawn 
by  pupils,  an  organ  which  is  now  away  for  repairs,  2  old  charts,  a 
state  map,  which  is  an  advertisement  of  the  Citizens'  Bank,  a  broken 
globe,  a  large  1901  dictionary  and  a  worn  broom.  Reading  is  taught 
even  in  the  primary  by  having  the  pupils  repeat  words  after  the 
teacher.  Arithmetic  is  taught,  from  what  I  could  see,  by  example. 
Now  this  dark  story  has  at  least  i  bright  side  which  is  that  the  teacher 
is  a  k'ind  fellow,  who  has  the  welfare  of  the  pupils  at  heart  and  has 
the  sympathy  and  backing  of  the  people  of  the  district  as  well  as  the 
confidence  and  love  of  the  pupils.  However,  no  matter  how  desirable 
good  feeling  may  be  in  a  school  I  should  not  care  to  have  any  one  in 
whom  I  had  a  special  interest  exposed  to  that  water  and  the  filth  laden 
flies" 

27  "In  the  primary  reading  class  the  teacher  read  the  lesson,  a  sentence 
at  a  time  and  the  pupils  read  after  him  not  knowing  what  they  were 
reading.  No  one  read  i  word  without  the  teacher  telling  him  the  word. 
No  attempt  was  made  to  emphasize  the  vital  points.  It  was  a  very 
poorly  conducted  recitation,  the  teacher  being  guilty  of  almost  all 
known  kinds  of  errors.  The  history  class  was  very  poorly  conducted. 
The  teacher  sat  tipped  back  in  his  broken  chair  and  read  the  questions 
and  answers  from  the  book  all  by  himself.  Sometimes  the  teacher 
would  read  the  answer  all  but  i  word  and  the  pupils  would  supply 
that  i  word  at  a  guess.  There  are  no  blinds  nor  shutters  and  the  chil- 
dren sit  in  the  glaring  sun  light.  The  upper  part  of  the  inside  wall  is 
papered,  the  lower  part  has  never  been  papered  nor  painted.  Window 
panes  are  gone;  there  are  holes  in  the  walls  and  the  stove  pipe.  It 
would  be  dangerous  to  build  a  fire  in  this  stove.  No  coal  bucket, 
shovel  or  poker.  Seven  seats  haven't  any  desks  so  the  pupils*  books 
are  piled  on  t^o  <-**  the  big  desk,  and  things  generally  have  dilapidated 


CLASSROOM    INSTRUCTION  115 

appearance.  The  floor  is  very,  very  dirty.  The  teacher  sued  the  board 
of  education  last  year  for  janitor  fees  of  $8  but  lost  in  court  of 
appeals" 

28  "The  day  I  visited  this  school  was  the  monthly  examination  day,  con- 
sequently I  did  not  get  to  see  the  work  so  well  as  I  could  have  on 
other  days.     However,  I  got  a  good  general  survey  of  it  in  the  time 
I  was  there,  for  under  the  conditions,  I  did  not  think  it  necessary  to 
stay  all  day.     In  regard  to  the  conduct  of  the  school  will  say  that  it 
was  not  of  the  best.    The  windows  were  protected  by  wire,  to  prevent 
the  breaking  of  glass.    The  water  bucket  sat  on  the  floor.    In  the  cor- 
ner of  the  room  there  was  a  barrel  of  stagnant  water,  with  2  buckets 
hanging  on  the  wall  above  it,  whkh  were  to  be  used  in  the  event  of 
fire,   a   wholly   unnecessary   precaution    in   this   building.      The   odor 
emanating  from  the  barrel  was  in  no  wise  similar  to  balsam.     Some 
of  the  pupils  were  sitting  on  wooden  benches,  the  regular  seats  having 
been  broken.     The  teacher  permitted  them  to  lounge   in  their  seats 
while  reciting,  while  those  who  stood  did  not  stand  erect  but  leaned 
on  the  desks.     In  reading  there  were  no  questions  asked  looking  to- 
ward the  interpretation  of  the  thought  of  the  lesson.    The  teacher  fre- 
quently   called    for    attention    by    saying    'Let's    all    pay    attention.' 
Younger  pupils  copied  their  reading  lessons  on  slates.    The  only  ques- 
tion asked  in  reading  were  on  facts  such  as  'What  did  John  find?' 
'Where  did  he  find  it?'     'What  did  he  say?'  etc.     Then  the  teacher 
would  narrate  some  of  the  story  in  short  sentences  and  ask  the  ques- 
tion afterwards:     'Didn't  he?'  or  'Didn't  she?'  e.  g.,  'The  man  went 
down  the  road  to  the  creek  and  couldn't  get  across,  could  he?'     The 
school  possessed   no   register,  but   an  account  book   was   used.     The 
beginning  class  read  from  the  first  reader  in  concert.     There  was  an 
abundance  of  hickory  switches  in  the  corner  of  the  room.    The  teacher 
frequently  told  the  pupils  to  get  to  work  thus:  'Willie,  do  you  know 
your  definition?    I  am  afraid  you  don't'" 

29  "The  classes  were  not  over  3  minutes  long.     Not  any  of  the  work 
here  indicates  either  thought  or  method,  in  fact  there  was  but  little 
work  done.    The  pupils  did  not  recite  enough  to  tell  whether  they  used 
good  English  or  not,  but  the  teacher  did  not  use  good  English.    Three- 
fourths  of  the  day  was  wasted  by  teacher  and  pupils  in  doing  abso- 
lutely  nothing.      The   ABC   method   of   teaching   reading   is   used. 
Children   n   years  old  were  studying  grammar.     Teacher  read  ques- 
tions out  of  book,  e.  g.  'What  is  a  noun?'     Then  the  teacher  would 
read  the  answer  from  the  book  and  go  on  to  the  next  question.    There 
was  not  a  pupil  at  the  board  .while  I  was  there.     There  was  a  long 
time  between  recitations.     What  is  said  of  I  recitation  can  be  said  of 


Il6  OHIO    STATE    SCHOOL    SURVEY    REPORT 

all.  I  went  to  see  i  member  of  the  board  about  the  physical  conditions 
of  things  and  was  told  the  teacher  last  year  burnt  up  the  desks  for 
kindling.  .1  asked  the  son  of  the  member  of  the  board  (an  ex-school 
teacher)  what  his  attitude  was  toward  using  the  school  house  as  a 
social  center.  He  said  'It  don't  make  no  difference  to  me  what 
they  do'  " 

30  "The  primary  history  recitation  consisted  of  reading  from  the  book 
by  the  teacher.  The  pupils  did  not  recite  at  all.  This  process  was  con- 
tinued through  advanced  history  also.  The  recitation  in  hygiene  was 
conducted  in  the  same  way,  teacher  reading  from  book,  pupils  reciting 
but  little,  or  teacher  asking  questions  from  book  and  then  reading  the 
answers  from  the  book,  pupils  sitting  idly  by.  The  boys'  privy  is  dan- 
gerous ;  a  plank  of  the  floor  opening  into  the  vault  is  gone.  There  is 
no  water  nearer  than  one-fourth  of  a  mile  and  that  is  from  a  well  of 
a  private  fa/nily" 

The  actual  day;s  work  in  2  typical  rural  schools  described  by  a  critic 
teacher  connected  with  a  state  normal  college 

"8.30— Last  bell 

8.34 — Teacher  shows  child  place  of  lesson 

8.34-8.38 — Opening  exercises.    Teacher  plans  for  cleaning  school  yard 
on  next  afternoon.     Asks  what  plants  children  have  seen.     Advises 
children  to  press  spring  flowers 
8.41 — Teacher  distributes  material   to   1st   and   2nd  grades    (drawing 

cards) 
8.46— 2nd  reading,   i   child  at  side  of  teacher  pronouncing  words  in 

high  monotone.     No  comment  from  teacher 
8.53 — Teacher  says,  Take  from  here  to  here  for  next  lesson.'     Child 

excused 
8.55-8.59 — ist  reading,   i   child  reads  as  before  and  is  given   similar 

assignment 

9.01 — Teacher  sends  children  to  write  tables  on  board 
9.07 — Teacher  sends  2  children  to  work  problems  on  board.     Teacher 
reads  problem.     Both  children  write  on  board.     Both  work.     One 
explains  (reads  work  from  board).     Emphasis  entirely  on  form,  as 
indicated  in  first  solution  here  given : 

In  a  field  35  rods  long  and  32  rods  wide,  how  many  acres  are  there? 
35  rods  =z  length  of  field 
32  rods  =  width  of  field 
160  square  rods  ==  i  acre 
Required  the  number  of  acres 
in  field 


CLASSROOM    INSTRUCTION  II 

35  rods=length  of  field 
32  rods=width  of  field 

70 
105 

1120  sq  rds=area  of  field 

160  sq.  rds.)  1120  sq.  rds.  area  (7  acres  in  the  field 
1 120 


What  will  be  the  cost  of  a  pile  of  wood  80  ft.  long,  8  ft.  wide  and 

4  ft.  thick  at  $5.50  per  cord?  " 
If  a  family  uses  3  Ibs.  13  oz.  of  sugar  a  week,  how  long  will  6  cwt. 

10  Ibs.  last? 

9.35 — Both  children  erase  work  and  are  seated 
9:37 — Teacher  takes  primary  children  (2)  to  board.     Writes  'The1  cat 

can  see.    A  cat  can  see.'    Children  copy 
9 139 — Asks  older  children  to  correct  table  written  by  another  child  on 

board 

9 142 — Two  4th  grade  boys  pass  to  board.    Teacher  dictates 
i  3686     2  What  will  127  barrels  of  sugar  cost  at  $6  a  barrel? 
4724     3  If  a  man  travels  28  miles  a  day,  how  many  miles  will 
6583  he  travel  in  152  days? 

5798     4  At  $15  an  acre  how  many  acres  of  land  can  be  bought 
6953  for  $3,645  ? 


Full  statements  are  requested  as  in  other  cases.  Teacher  asks  for 
these  statements.  If  children  can  not  give  them  teacher  does 

10:00 — Teacher  says  'Excused' 

10:10-10:20 — Recess 

10:21 — Teacher  gives  cut  up  pictures  to  primer  children  to  put  to- 
gether 

10:30 — 3rd  reading.  Spelling  and  definition  of  words  previously  as- 
signed in  the  lesson.  Two  children  and  i  book.  Child  reads,  then 
tells  what  she  has  read.  Child  uses  bad  English,  teacher  does  not 
correct.  Child  recites  'I  Know  the  Song  that  the  Bluebird  is 
Singing.'  Teacher  asks  her  to  tell  what  the  poem  means.  Assign- 
ment: 'Finish  about  the  robin  and  the  bluebird' 

10:56 — Class  dismissed 

10:57 — 4tn  reading — i  boy,  McGuffey's  Fourth  Reader,  'You  have 
what  for  your  lesson  today?'  (The  Voice  of  the  Grass)  Spell: 
— roaH-side — noisy — brook  ('You  have  seen  a  brook  haven't 


Il8  OHIO   STATE   SCHOOL   SURVEY   REPORT 

you?  Where?  Tell  about  it'),  humming — welcome — pleasant — 
gentle — deck — humble — command — silently.  Child  reads,  teacher 
comments.  'When  you  say  creeping  you  want  to  say  it  slowly— 
why?  Pause  there,  there's  a  common  after  that.'  Child  recites  the 
same  poem  from  .memory.  Indistinct  enunciation.  Children  evi- 
dently from  German  home.  Teacher  does  not  help  in  enunciation. 
Child  tells  in  his  own  words  what  he  thinks  poem  means.  Assign- 
ment :  'Take  the  next  lesson — all  of  it' 

11:10 — 5th  and  6th  reading.  (2  boys,  3  girls)  'The  Blue  and  the 
•  Gray.'  One  girl  reads  poem.  Teacher:  'What  mistakes  did  you 
see  ?'  Child :  'There  was  no  mistake,  but  she  paused  where  there 
was  no  commas.'  Other  criticisms  similar,  each  repeated  by  teacher. 
'Who  wrote  it?  How  did  he  come  to  write  it?  Explain  second 
verse.'  Boy  reads  poem.  Child  says,  'Read  too  fast,  did.  not  pause 
at  commas.'  Another  child  recites  poem.  Assignment:  'For  next 
lesson  go  over  some  of  the  poems  we  have  had.  We've  done  all  the 
reading  we  had  to  do.  We'll  just  review  some  of  the  poems.  We'll 
forget  them  if  we  don't.'  Another  child  volunteers  to  recite  a  poem 
previously  learned.  Recites,  'Village  Blacksmith' 

11:25 — Class  dismissed 

11:27 — Ist  grade  reading.  Teacher  points  to  words  on  chart.  Boy 
repeats.  When  child  fails  teacher  spells  word,  or  if  he  then  fails, 
teacher  pronounces.  Child  repeats.  Teacher  pronounces  and  chil- 
dren spell :  cat,  mat,  rat,  fat,  eat,  pat,  Nat,  book,  look,  nook,  took, 
girl,  are,  school,  boy 

11  :35 — Dismissed  for  noon 

12  :38 — School  begins.     Visitor  gives  light  ratio  problem  to  6th  grade 
and  asks  for  compositions 

i  :oo — Teacher  helps  little  girl  with  sewing  card 

I  :25 — Sends  ist  grade  boy  to  board  to  write  language  lesson  (sen- 
tence about  a  cow) 

1:45 — Ist  grade  reading.  'What  poem  were  you  to  learn?  You 
weren't  to  have  it  all,  were  you?  Tell  about  the  cow,  describe  the 
cow,  what  color  is  it  ?  Where  did  you  see  it  ?  Tell  something  about 
the  bluebird.  What  do  they  like  to  eat?  Canaries  are  the  birds  we 
have  in  cages.  Tell  about  them.  Tell  me  about  the  sparrows.  You 
see  so  many  of  them  around,  don't  you?  You  don't  like  them  very 
well,  do  you?  They  eat  so  many  cherries  and  things,  don't  they?' 
Two  children  recite,  'I  Know  the  Song  that  the  Bluebird  is  Singing' 

1  :56 — Class  dismissed,  the  boy  to  finish  his  sentences  about  the  cow 

and  the  other  3  to  draw  the  bluebird  from  a  single  copy 

2  :o4 — Recess 
2:20 — Recess  over 


CLASSROOM    INSTRUCTION 

2  :26 — Teacher  says,  'Take  out  your  copy  books.     Sit  in  good  position 

and  write' 

2:34 — 'Stop  writing  and  go  on  with  your  composition  work' 

2:37 — 2nd  and  3rd  arithmetic.     (3  children)  Teacher:  'Count  to  100. 
Give  2  table.     Three  table.     Count  by  5  to   100.     If  you  have  3 
apples  and  mamma  gives  you  I  more,  how  many  have  you  ?' 
Tf  you  have  5  candies  and  papa  brings  2  more   from  town,  how 

many  have  you?* 
'If  you  have  4  puppies  and  find  3  more  (you  might,  you  know)  how 

many  have  you?' 

'If  you  have  6  pieces  of  candy^and  mother  gives  you  4  more,  how 
many  have  you?  5  +  5,  6  +  4,  6  +  3,  5  -f-  2-  (Teacher  repeats 
answers  of  children).  Yes,  5  +  5  =  10,'  etc. 

2 :45 — Class  excused.  2nd  grade  sent  to  board  to  write  number? 
neatly 

3:11 — 3rd  spelling.  Teacher  dictates  a  dozen  words.  Children  write 
Nothing  done  with  words 

3:15 — 5th  and  6th  geography.  (3  girls  and  2  boys.)  'Where  are  the 
British  Isles?  Which  is  largest?  Smallest?  Where  is  largest? 
Smallest?  Of  what  do  the  British  Isles  consist?  Of  what  race  are 
Britons?  Describe  surface  of  Great  Britain.  What  about  its  cli- 
mate?" Child  says:  'It  is  in  the  torrid  zone.-  It  is  very  hot,  but 
has  some  cool  days.'  Teacher  fails  to  comment  'Which  of  the 
cities  have  best  coal  and  iron  mines?  Therefore,  what  can  they 
'make?  What  city  makes  most  of  it?  Where  is  Birmingham?  A 

great  many  years  ago  the  Britons  were  noted  for ?     What 

famous  for  ?  Do  they  have  much  cotton  now?  What  about  Scot- 
land? British  ships  carry  about  what  per  cent  of  commerce  of 
world?  Capitals  of  England,  Scotland,  Ireland.  Tell  me  something 
about  London.  The  British  Museum  is  where?  Two  cities  of  Ire- 
land. Something  about  Belfast.'  Assignment:  'Begin  with  France 
and  Germany,  down  to  the  countries  of  the  north' 

3  :3O — Dismissal" 

"8 :25 — Arrived.    School  just  taking  up 

8:25-8-51 — Teacher  writes  problem  for  7th  and  8th  grade  on  board, 
occasionally  pausing  to  tell  children  a  word  in  reading 

8:51-9:10 — Five  ist  graders  pass  to  recitation  bench.  'Count  by  2 
to  100.  Count  by  3  to  100.'  Teacher  comments,  'He  doesn't  know 
them  very  good.'  'Count  by  5  to  100.  Count  by  2  to  100.  Count 
by  i  to  100.'  (Class  frequently  interrupted  to  answer  older  chil- 
dren's troubles  in  arithmetic) 


I2O  OHIO    STATE    SCHOOL    SURVEY    REPORT 


Examples  : 

7+3 

7+7 

13  +  13 

2X8+2 

7+4 

8+8 

14+14 

2X7+3 

7+5 

9+9 

15+15 

2X10 

4+4 

IO+IO 

2X5 

2X10+4 

5+5 

ii  +  n 

2X6 

2X    9+2 

6+6 

12+12 

2X7+1 

2X13+2 

How  many  things  make  a  pair?    Two  pairs  of  shoes  =  how  many? 
Four  pair  of  ducks  =  —        -  ?     Six  pairs  of  wings  =  —        -  ? 
.Eight  pairs  of  legs  =  —        -  ? 

'How  many  wings  has  a  bee?''  Children  give  various  answers  — 
'Two' — Tour' — 'Six.'  Teacher  confused,  looks  in  book,  turns 
pages,  asking  'How  many  wings  has  a  fly  ?'  Children  give  various 
answers.  Teacher  can't  find  what  she  wants  in  the  book,  then 
asks,  'How  many  halves  make  a  whole?  Halves  in  2,  6,  9,  3's  in 
12,  — 3X4.  — 4X3 

If  i  apple  costs  2c  what  will  3  cost?    2's  in  4,  5*3  in  12 
If  i  orange  costs  3c  what  will  3  cost?    3's  in  n,  6's  in  14 
3X3+2,  6+4,  6+5,  ii— 7,  3X2+5,  3X7,  4+5' 
Teacher  corrects  papers  and  slates  of  previous  day.     Asks  'Whose 
paper  is  this?     What's  the  matter  with  it?     This  hasn't  got  any 
name.'     Holds  up  a  slate  and  2  slate  pencils  about  2  inches  long 
each.     'Whose  pencils?     Which  one?     The  little  one?'     Teacher 
passes  work  of  previous  day  back  to  owners 

9:10-9:15 — Nothing  done  by  teacher  except  pronounce  words  occa- 
sionally 

9:15-9:21 — Teacher  says,  'Philip,  put  first  one  on  board'  (4th  grade 
boys).  'Argyle,  put  yours  on  board.'  Philip  says,  T  didn't  get  the 
first  one  right.'  Teacher :  'All  right,  put  it  on  the  board  and  we'll 
see  what's  the  matter  with  it.  Don't  be  afraid  of  the  answer.  Don't 
pay  any  attention  to  the  answer.'  Children  put  problems  in  long 
division  on  board.  Teacher  shows  faulty  multiplication  and  sub- 
traction and  shows  them  the  answer  called  for  was  the  remainder, 
not  the  quotient 

9:21-9:23 — Nothing  done  by  teacher 

9:23-9:35 — Teacher  works  on  register.  Then  cleans  out  her  desk; 
occasionally  pronounces  word  spelled  by  any  child  aloud  in  any  part 
of  the  room  or  helps  boy  with  arithmetic  if  boy  takes  his  work  up 
to  her  desk 

9:35 — Teacher  brings  some  test  papers  of  an  8th  grade  girl  and  shows 
them  to  visitor.  Then  goes  back  to  her  desk  and  fumbles  books 
and  papers 


CLASSROOM    INSTRUCTION  121 

9  :55 — 'Excused  for  recess' 

10:16 — Children  called  in  by  hand  bell 

10:17-10:30 — Teacher  wrote  questions  on  board 

10:30-10:45 — ist  grade  reading  (5  children).  Each  reads  a  part  of  a 
lesson — about  a  dozen  sentences.  When  child  has  difficulty  teacher 
points  to  words  and  pronounces  them.  Child  repeats  parrot  like. 
Teacher  asks,  'What  was  the  lesson  about?'  Child,  'Camel,  seed, 
biscuit.'  'Who  was  eating  the  biscuit?  What  kind  of  a  boy  was  he 
in  yesterday's  lesson?  How  do  you  know  he  had  bad  manners?' 
Teacher  says,  'Spell, — are,  there,  any,  caraway,  seeds,  in,  this,  bis- 
cuit.' Assignment:  'Find  the  6th  verse,  finish  down  to  lesson  8. 
Write  the  6th  verse,  spell  all  words  in  first  line  and  read  all  down 
to  next  lesson.' 

10:45-10:52 — Nothing  done  by  teacher 

10:52-11:00 — 4th  reader  (2  boys  with  I  book)  Each  reads  in  turn. 
Teacher  asks,  'Who  was  this  little  boy?'  'Longfellow.'  'How  did 
it  come  he  was  watching  the  printer?  How  old  was  he?  Wasn't 
it  fine  that  a  little  boy  10  years  old  could  write  a  poem  and  have  it 
in  a  paper?  Who  was  he?  What  did  he  write?  Just  I  poem? 
Spell  and  define — inspired,  editor,  halo,  romance' 

Teacher  defines  halo,  'a  circle  of  light';  romance,  'something  that  is 
unreal  or  a  story  that  is  not  true' 

Teacher  assigns :  'Next  lesson  is  about  a  painter.  Take  down  to  7. 
Take  spelling  words  down  to  'words  defined.'  Write  first  verse' 

11:00-11:23 — Teacher  goes  about  among  children  telling  individual 
children  what  to  do  in  problems  with  which  they  have  difficulty 

1 1  :23 — Teacher  says,  'Hand  in  your  physiology  papers.  Excused  for 
dinner' 

12:30 — School  takes  up.  Visitor  gives  problems  and  asks  for  com- 
positions 

i  :oo-i  :2O — ist  grade  reading  (conducted  as  in  morning  session) 

1  :2o-2  :oo — No    recitation    held.      Teacher    occasionally    pronounces 

words  for  children  or  answers  questions 

2  :oo-2  :2O — Recess 

2  :2o-2  :33 — Nothing  done 

2:33-2:46 — ist  reading  (conducted  as  in  morning) 

2  46-3  :oo — Nothing  done 

3  :oo— Visitor  left  building 
3  :3O — School  dismissed" 


122  OHIO    STATE    SCHOOL    SURVEY    REPORT 

General  conditions  affecting  instruction 

Each  field  worker  was  expected  to  pass  on  the  personality  of  each 
teacher  visited  as  to  neatness,  sympathetic  attitude  toward  pupils, 
the  development  of  good  manners  among  pupils,  quality  of  voice, 
aimless  talking,  nagging  and  the  use  of  good  English 

The  field  reports  under  this  head  afford  a  remarkable  testimony  to 
the  personal  worth  of  the  men  and  women  engaged  in  teaching  and 
warrant  the  highest  hopes  as  to  the  future  of  teaching  in  the  state 
when  proper  provision  is  made  for  supervision,  the  training  of 
teachers  in  service,  the  professional  training  of  newcomers  into  the 
craft,  and  adequate  pecuniary  reward  for  the  public  school  teacher 

As  a  general  rule  the  teachers  in  centralized  and  village  schools  are 
considerably  in  advance  of  teachers  in  one  room  rural  schools  in 
those  elements  of  personality  considered  in  this  report.  This  is 
undoubtedly  due  to  the  depletion  of  the  ranks  of  rural  school 
teachers  by  superior  inducements  offered  to  ambitious  teachers  by 
centralized  and  village  schools,  by  the  longer  terms  of  office  in 
these  schools,  their  closer  supervision  in  many  instances  and  the 
higher  average  of  academic  and  professional  training  of  teachers 
in  service.  There  is  an  abundance  of  natural  teaching  ability  in 
the  rural  schools  awaiting  development 

Of  7,222  teachers  who  attended  institutes  in  1913,  1,313  or  18.2%  re- 
ported that  they  had  no  course  of  study  to  use  in  teaching.  Of 
these  977  were  teaching  in  one  room  township  schools,  practically  one- 
quarter  of  the  one  room  township  teachers  who  reported.  Even  when 
there  was  a  course  of  study  teachers  were  not  always  supplied  with 
copies — over  g%  reported  no  copies.  The  courses  of  study  were  made 
out  by  superintendents  47%,  superintendents  and  boards  5%,  boards  of 
education  23%,  the  teachers  themselves  8%  and  by  others  14%. 
"Others"  included  members  of  normal  college  faculties,  book  com- 
panies, educational  magazines,  county  school  examiners  and  various  in- 
dividuals. Three  percent  (161)  were  using  the  new  manual  issued  by 
the  State  Department  of  Public  Instruction.  State  wide  supervision 
would  insure  carefully  prepared  courses  of  study  for  all  schools 

The  use  of  poor  English  by  teachers  in  17%  of  the  one  room  town- 
ship schools  visited  and  8.3%  of  the  special  district  schools  visited 
is  particularly  serious  as  only  those  cases  were  counted  where 
English  used  was  extremely  poor.  Samples  of  bad  English  were 
reported  from  163  of  the  one  room  rural  schools  visited 


CLASSROOM    INSTRUCTION  123 

Too  high  a  percentage  of  all  one  room  rural  schools  are  disorderly. 
Disorder  incident  to  busy  work  was  not  noted  in  the  field  reports. 
Supervision  would  go  far  to  remedy  this  condition 

In  31.5%  of  one  room  rural  schools  and  in  from  22%  to  27%  of  other 
schools  pupils  did  not  work  well  in  their  seats  when  other  pupils 
were  being  directly  instructed  by  teachers.  The  problem  is  very 
serious  in  schools  which' have  as  many  as  30  recitations  a  day.  Of 
525  one  room  township  schools,  i"i.8%  had  over  35  recitations  per 
day  and  52.5%  have  25  recitations  or  more  per  day.  Advice  from 
skilled  supervisors  would  do  much  to  correct  this  evil 

Insufficient  attention  is  paid  in  all-types  of  school  to  developing  the 
pupil's  power  of  initiative,  the  capacity  for  team  work,  and  of 
habits  of  study  and  cooperation 

Teachers  in  many  schools  pay  insufficient  attention  to  ventilation. 
Air  so  foul  as  to  be  offensive  to  the  sense  of  smell  was  observed  in 
34.3%  of  the  one  room  township  schools  visited  in  the  months  of 
September  and  October  when  doors  or  windows  can  be  kept  open 
without  danger  to  the  pupils.  The  record  of  the  small  number  ot 
special  district  and  village  schools  was  worse  in  this  respect  and 
of  centralized  schools  better 

Corporal  punishment  is  rarely  used  in  the  schools  visited.  Only  14 
had  had  as  many  as  5  cases  during  the  last  school  year 

The  most  common  faults  of  teaching  observed  in  1385  complete  ex- 
ercises were: 

Teaching  from  the  book  exclusively 
Leading  questions 
Unnecessary  telling 


I24 


OHIO   STATE    SCHOOL    SURVEY    REPORT 


THE   PERSONAL  EQUATIONS   OF  TEACHERS   AND  PUPILS 

TABLE  I 


' 

Township 

Special 
District 

Village 

One  Room 

Centralized 

Number  of  school  rooms  visited.. 

592 

26 

13 

25 

Conditions  found 

Percents 

Personality  of  teacher 
Neatly  dressed   

85.1 
87.7 

85.8 
76.2 
89.8 
17.0 
13.5 
17.0 

35.8 
28.0 

68.5 
91.1 
36.2 

34.3 
46.8 

96.0 
92.0 

85.0 
60.9 
100. 
21.7 
4.2 

91.7 
91.7 

92.3 

58.3 
92.3 
15.4 
23.1 
8.3 

38.5 

95.7 
100. 

100. 
86.4 
100. 
8.7 

Sympathetic    

Example  tended  to  develop  good 
manners    

Voice  low    (good)    

Voice  distinct   .  .    . 

Talked  aimlessly 

"Naseced" 

Used  poor  English  

Pupils'  activities 

Helped  teacher  in  school  routine. 
Were  extremely  disorderly  

42.3 
29.2 

72.7 
87.5 
9.1 

25.0 
79.2 

61.5 
9.1 

78.3 
100.0 
28.6 

60.0 
71.  -4 

Worked     well     at     seats     while 
teacher  was   hearing  classes.. 
Were  responsive     

75.0 
91.7 
33.3 

100. 

Used   poor   English  .... 

Practical    classroom    hygiene 

*Teacher  allowed  air  to  become 
so  foul   as  to   be  offensive   to 
the  sense  of  smell 

Teacher    showed    knowledge    of 
proper  light  control  

*Data  gathered  only  in  regard  to  schools  visited  in  the  fall 


CLASSROOM    INSTRUCTION 


125 


TABLE  II 


Township 

Special 
District 

Village 

One  Room 

Centralized 

Number  of  classrooms  visited... 

592 

26 

13 

25 

Management 

Numbers 

Teacher  used  means  of  securing 
attention   when   there   was    in- 
attention       

171 
14 
324 
70 

15 

5 

12 

Teacher    used    corporal    punish- 
ment at  least  5  times  a  year.. 
Teachers  never  used  corporal  pun- 
ishment 

3 
9 

Teacher    took    steps    to    correct 
pupils'    poor    English  

43 

4 

NUMBER  OF  RECITATIONS   PER  DAY 
Reports  from  525  one  room  township  schools 


Number 

Percent 

Less  than   twenty 

127 

24  2 

Twenty  to  twenty-five   

122 

23.2 

Twenty-five   to   thirty     

113 

21.5 

Thirty  to  thirty-five             .      .                                 .... 

101 

19.2 

Over  thirty-five 

62 

11   8 

In  some  cases  there  is  no  definite  program.     The  teacher  begins 
the  morning  where  she  left  off  the  night  before 


in 


126 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


Summary  of  observations  on  complete  exercises  seen 

in  field  survey 


TABLE  I 


Township 

Special 
District 

Village 

One  Room 

Centralized 

Number  exercises  reported. 

1385 

18 

25 

25 

Errors  in  method 

Percents 

Repeating  answers  of  pupils.... 
Leading  questions    

20.9 
32.1 
9.1 
30.2 
24.0 

12.1 
39.6 
17.6 

15.2 
20.1 
10.0 

15.8 
4.7 

11.1 
22.2 
22.2 
5.5 
5.5 

22.2 
16.7 
22.2 

22.2 
27.8 

44.4 

32.3 
22.2 

8.0 
32.0 

4.0 
16.0 
16.0 

Pumping  questions    

Unnecessary  telling     

28.0 
24.0 

20.0 
40.0 
16.0 

12.0 
16.0 
4.0 

12.0 
12.0 

No  topical  or  fluent  recitation... 
Questions  requiring  only  yes  and 
no  answers      .               

20.0 

16.0 
28.0 
16.0 

28.0 
36.0 
28.0 

44.0 
8.0 

Teaching   from   book  

Reciting  in  words  of  book 

Obvious  excellences 

Frequent  questions  by  pupils  .... 
Pupils   sent   to    blackboard 

^^ork  at  board  neat 

Insistence  on  clear  and  distinct 
enunciation    

Initiative  taken  by  pupils  

CLASSROOM    INSTRUCTION 


127 


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128  OHIO    STATE    SCHOOL    SURVEY    REPORT 

Teaching  of  reading 

As  will  be  seen  from  the  table  the  teaching  of  reading  in  rural  and 
to  some  extent  in  village  schools  is  marred 

By  the  failure  of  many  teachers  to  insist  on  clear  enunciation 
By  unnecessary  "telling" 

A  special  study  made  by  S.  K.  Mardis  of  the  Federation  for  the  Im- 
provement of  the  Schools  shows  that  in  120  out  of  167  schools  visited 
in  2  counties  reading  was  taught  by  the  alphabet  method.  Superin- 
tendent Miller  visited  a  teacher  who  had  never  heard  of  the  phonic 
method,  though  in  other  respects  she  was  an  excellent  teacher.  In  sup- 
plementary notes  field  workers  frequently  described  similar  conditions 

Extracts  from  typical  field  notes  on  reading  lessons 

1  "The  only  pupil  in  the  second  reader  class  was  called  to  the  front.    He 
was  asked  to  tell  the  story  in  his  own  words.     After  doing  this  ad- 
mirably, the  pupil  read  the  story  with  distinctness  and  expression.    He 
was   then   asked   to   tell   the   story   of   the   previous   lesson   which   he 
did  well" 

2  "Children  read  in  monotone.     No  instruction  directed  toward  getting 
proper  expression.     No  attempt  to  teach  children  how  to  hold  book 
or  how  to  read  so  as  not  to  injure  eyes  —  mere  calling  of  words.     No 
correction  of  words  mispronounced  nor  attempt  to  see  whether  the 
pupils  comprehended  the  meaning  of  the  words  used.     No  attempt  to 
imagine  situation  about  which  children  read.     When  lesson  had  been 
read  through   entirely,   without   comment,   teacher   asked   children   to 
read  the  lesson  through  again.    When  a  little  girl  read  a  long  passage  in 
a  drawling  monotone  without  a  particle  of  expression  teacher  com- 
mented 'Very  good,  you  did  not  make  but  one  mistake.'    Lesson  read 
3  times  in  same  way  —  no  instruction  whatever.    Assignment :   'Whose 
turn  to  choose  story  for  tomorrow  ?'    'All  right,  take  'The  Brownies.' ' 
Concert  reading  of  several  poems  as  valuless  as  any  so-called  educative 
work  possibly  could  be.    Not  one  point  of  excellence.     It  wasted  val- 
uable time  and  misled  children  into  thinking  they  were  reading, —  sing- 
song, expressionless.     I  questioned  pupils  somewhat  on  meaning  of 
poem  and  they  had  not  the  slightest  idea  what  it  meant" 

3  "Before  reading  classes  began  to  read  the  teacher  had  children  tell  him 
the   story,   each    child   taking   a   part.     Between    classes   only,   pupils 
asked  questions  on  their  lessons.     While  hearing  the   fourth   reader 
class  the  teacher  left  his  chair  and  went  back  in  room  to  inspect  work 
of  2  other  pupils.     Meanwhile  the  class  went  on  reading.     Twice  they 


CLASSROOM    INSTRUCTION  I2Q 

called  'Teacher,  teacher'  and  when  they  finally  attracted  his  attention 
they  spelled  out  words  which  he  pronounced  for  them.  Later  he 
returned  to  his  book.  During  the  morning  a  girl  worked  algebra  for 
about  an  hour  at  the  blackboard.  The  teacher  watched  her  work  and 
gave  many  suggestions  while  hearing  classes.  During  a  reading  lesson, 
for  instance,  he  did  not  stop  the  reader,  but  turned  in  his  chair  and 
spoke  in  an  undertone  to  the  girl  at  the  board" 

Teaching  of  English 

The  teaching  of  English  in  rural  schools  surveyed  was  in  general 
weak  from  the  first  grade  up.  ^In  the  first  place,  reading  was 
taught  very  largely  by  the  alphabet  method.  Even  in  grades  above 
the  2nd  and  3rd  children  are  often  so  intent  on  calling  the  words 
correctly  that  they  pay  little  attention  to  the  thought  of  the  pas- 
sages read.  In  many  schools  visited  composition  was  an  unknown 
subject.  In  many  schools  children  had  never  been  asked  to  write 
a  story  or  to  express  themselves  in  writing  on  any  topic.  It  is 
not  to  be  wondered  at  therefore  that  all  the  children  in  some 
schools,  and  some  children  in  many  schools  were  unable  to  write 
a  story  or  composition  for  the  field  workers 

Many  schools  which  took -great  pains  to  teach  formal  grammar  paid 
little  or  no  attention  to  either  oral  or  written  expression.  Many 
one  room  township  school  teachers  made  frequent  and  very  obvious 
errors  in  English.  No  record  was  kept  of  schools  where  the  teachers 
were  guilty  of  occasional  or  unimportant  lapses.  Where  actual 
classroom  practice  gives  the  lie  to  classroom  instruction  little  re- 
turn can  be  expected  from  the  formal  teaching  of  grammar  or  com- 
position. Practice  is  more  powerful  than  precept.  The  following 
table  of  mistakes  in  English  made  by  teachers  and  pupils  affords 
an  interesting  parallel: 

Teachers  Pupils 

"Hain't  I  seen"  "I  ain't  going  to  do  it" 

"He  hain't  been  here  this  year"  "I  hain't  never— 

"Tain't  my,  its  me"  "Hain't  got  no  book" 

"I  haven't  saw  anyone"  "I  seen  it" 

"I  have  saw  them"  "I  seen  him" 

"I  never  seen  any"  "I  seen  him  when  he  done  it" 

"You  done  it"  "That  is  the  way  I  done  it" 

"They  haven't  went"  "I   have   went  there" 

"Has  went"  "He  has  went  there" 

"He  drawed  back  this  reply"  "They  all  runned  after  him" 

"You  hadn't  ought  to  do  it"  "Had  that  ort  to  be  the  answer?" 
9    s.  s. 


1 3o 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


"There  is   several" 

"There  is  people" 

"There  is  some  abandoned  schools" 

"Has  the  leaves  lungs?" 

"There  ain't  nothing" 

"Didn't  know  nothing" 

"I  don't  keep  no  record" 

"There  isn't  no" 

"Where  did  he  surrender  at?" 

"Where  is  your  book  at?" 

"Write  just  as  good  as  you  can" 

"It  wasn't  him" 

"These  here" 

"Setting   room" 


"They  is" 

"There  is  mice" 

"They  was  good" 

"These  constitutes  a  state" 

"Can't  write  nothing" 

"I  don't  know  nothing  about  it" 

"A  verb  that  don't  need  no  object' 

"Ain't  no  more  books" 

"Where  was  he  born  at" 

"Where  do  you  live  at" 

"Mine  is  not  wrote  good" 

"It  was  him" 

"These  here  is,  them  ain't" 

"Set  with  me" 


In  general  where  composition  is  taught  little  effort  is  made  to  moti- 
vate composition  by  tying  it  up  with  such  subjects  as  agriculture, 
history  and  geography.  Composition  is  looked  upon  in  too  many 
schools  as  a  water  tight  compartment  having  no  vital  relation 
with  any  of  the  other  little  water  tight  compartments  in  the  com- 
mon school  curriculum.  Of  course  much  good  work  is  done  in 
one  room  rural  schools  in  all  parts  of  the  state  especially  where 
efficient  supervision  prevails.  In  centralized  and  consolidated 
schools,  almost  always  under  supervision,  good  work  in  English 
is  still  more  frequent.  In  the  i  city  where  a  study  of  compo- 
sition was  made  the  influence  of  supervision  was  particularly  ob- 
servable 

Field  survey  study  of  composition 

In  all  the  schools  visited  pupils  in  grades  IV,  V,  VI,  VII,  and  VIII 
were  asked  to  write  stones  or  compositions.  In  April  and  May  no 
lists  of  topics  were  provided.  In  September  and  October  a  list  was 
provided,  but  pupils  were  allowed  to  select  outside  the  list.  In  the 
spring  so  many  pupils  were  unable  to  write  compositions  at  all  on 
account  of  inability  to  decide  on  a  topic,  and  so  many  compositions 
were  on  stereotyped  topics  of  no  real  interest  to  children,  that  no 
summary  is  presented  of  these  results  although  the  results  were  ob- 
tained and  tabulated 

The  topics  presented  to  the  children  in  September  and  October  were  as 
follows : 

Should  women  be  allowed  to  vote?     Why? 

If  you  had  your  choice  would  you  live  in  the  city  or  in  the  country? 

Give  your  reasons 
If  you  had  your  choice  would  you  live  in  Ohio  or  in  some  other  state? 

Give  your  reasons 


CLASSROOM    INSTRUCTION  13! 

When  you  have  completed  the  8th  grade,  will  you  go  to  high  school 

or  to  work  ?     Give  your  reasons 
Do  the  farmers  in  your  neighborhood  get  as  large  returns  from  their 

farms  as  they  should?     If  not,  how  might  they  get  more? 

Compositions  of   1,638  children  in   167  schools  were  summarized.     The 
total  number  of  words  written  was  221,450 

The  compositions  were  analyzed  for  spelling,  grammatical  errors,  punc- 
tuation, legibility,  sentence  sense,  paragraph  sense 

The  following  general  results  appear: 

The  spelling  and  syntax  were  a  little  better  than  fair 

Most  papers  were  legibly  written- 

The  fact  that  733  incomplete  sentences  were  found  in  1638  papers 
and  1750  cases  of  run  together  sentiences  indicates  that  the  "sen- 
tence sense"  is  very  poorly  developed.  This  sense  is  fundamental 
to  the  writing  of  clear  English 

Many  pupils  in  upper  grades  have  not  the  most  rudimentary  idea  of 
paragraphing.  Over  63%  of  the  papers  indicate  lack  of  training 
along  this  line 


I32 


OHIO   STATE   SCHOOL   SURVEY    REPORT 


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CLASSROOM    INSTRUCTION  133 

Comparison  of  rural  and  city  8th  grade  compositions  by  means  of 
Hillegas  composition  scale 

Two  studies  of  compositions  by  means  of  the  Hillegas  composition  scale 
were  made:  (i)  Delaware  city  8th  grade,  97  papers,  (2)  Delaware 
county  rural  8th  grade,  118  papers 

The  Hillegas  scale  (Teachers'  College  Record  Vol.  13,  No  4)  gives  10 
compositions  placed  at  irregular  intervals  on  a  scale  running  o,  183, 
260,  389,  474,  585,  675,  772,  838,  937,  (almost  1,000).  It  is  based  on 
compositions  of  all  grades  including  the  high  school 

The  papers  were  graded  by  teachers  working  under  the  direction  of  the 
survey  office  staff.  Each  paper  was  given  4  marks.  Those  scoring  the 
papers  worked  quite  independently  of  one  another.  In  judging  a  paper 
everything  was  taken  into  consideration — expression,  ideas,  spelling, 
punctuation,  grammar,  sentence  sense — everything  except  handwriting. 
The  papers  were  given  marks  at  or  between  the  values  on  the  scale 
according  to  their  similarity  to  the  compositions  on  the  scale.  The  4 
marks  for  each  paper  were  then  averaged.  The  average  for  the  whole 
grade  is  based  on  the  actual  averages  for  each  paper 

The  final  summary  given  below  was  made  in  the  survey  office.  No 
similar  studies  have  been  published  so  no  comparison  with  other 
schools  can  be  made 

The  averages  show  Delaware  city  134  points  ahead  of  Delaware 
county.  Delaware  city  is  under  supervision.  Only  i  of  the 
rural  districts  surveyed  had  any  degree  of  supervision 


134  OHIO   STATE   SCHOOL   SURVEY    REPORT 

EIGHTH  GRADE  COMPOSITIONS   GRADED  BY  HILLEGAS   SCALE 


Delaware  County 

Delaware  City 

Hillegas 
Scale 

Receiving   from 

Number 

Percent 

Number 

Percent 

183 
260 

389 
474 
585 
675  ' 

772 

100    to    1  ^0 

2 
7 
7 
7 
12 
25 
15 
23 
5 
3 
2 
5 

1.7 
5.9 
5.9 
5.9 
10.2 
21.2 
12.7 
19.5 
4.2 
2.5 
1.7 
4.2 

1  ^0   to    200 

200    to    2^0 

250   to   300 

300  to   350         

2 
5 
14 
15 
23 
18 
12 
6 
1 
1 
97 
521.6 

2.1 
5.2 
14.4 
15.5 
23.7 
18.6 
12.4 
6.2 
1.0 
1.0 
100. 

350  to   400             

400  to  450     

450  to   500         

500   to   550             .... 

550  to   600  
600   to   650         

650   to   700  

700   to   750  

750  to  800  

Total  . 

118 
387.6 

100. 

Average 

Teaching  of  handwriting 

By  means  of  the  Ayres  handwriting  scale  the  following  3  studies  of  the 
handwriting  of  Ohio  school  children  were  made  under  the  direction 
of  the  survey  office 

Study  of  handwriting  of   1,397  pupils  in  176  rural  schools  in  21 

counties 

Study  of  handwriting  of  214  pupils  in  the  3  upper  grades  of  the 
rural  schools  in  Delaware  County.  These  were  included  in  the 
1,397  of  the  general  study 

Study  of  handwriting  of  312  pupils  in  the  3  upper  grades  in  the  city 
of  Delaware.  There  is  no  special  writing  supervision  in  Delaware 
and  the  teaching  of  writing  therefore  receives  the  same  supervision 
as  that  of  other  branches 

In  addition,  the  figures  for  the  handwriting  of  school  children  in  a  small 
Iowa  city  are  given.  These  are  the  work  of  I.  King  and  H.  Johnson 
of  the  University  of  Iowa  whose  study  was  originally  published  in  the 
Journal  of  Educational  Psychology  3:  514-520.  Mr.  King  and  Mr. 
Johnson  kindly  sent  their  working  sheets  to  the  survey  office  that  their 
figures  might  be  compiled  in  the  same  manner  as  the  Ohio  figures 
making  them  strictly  comparable 


CLASSROOM    INSTRUCTION  135 

The  papers  'for  the  3  upper  grades  from  the  city  of  Delaware  were 
marked  and  the  figures  compiled  under  the  direction  of  the  survey 
office 

The  Ayres  scale,  published  by  the  Russell  Sage  Foundation,  New  York 
City,  runs  by  ID'S  from  20  to  90.  The  scale  was  made  from  the  hand- 
writing of  the  children  in  the  4  upper  grades.  Three  samples  of  chil- 
dren's handwriting  are  given  at  each  point  on  the  scale.  In  making  the 
scale  the  most  typical  handwriting — the  largest  number  of  samples  of 
-value  judged  according  to  speed  and  legibility — was  made  the  mid- 
point of  the  scaje,  50.  In  this  study  the  element  of  time  was  necessarily 
disregarded  as  stop  watches  were  not  available.  This  accounts  for  the 
fact  that  the  usual  mark  is  above  ^o  in  several  cases 

Directions  given  to  those  marking  papers 

Pay  no  attention  to  anything  on  the  pupil's  paper  except  the  handwriting 
Find  the  sample  on  the  scale  which  most  closely  resembles  the  specimen 

and  give  it  the  corresponding  mark 
Use  the  mark  half  way  between  if  the  writing  resembles  equally  2  of  the 

samples  on  the  scale 
Work  independently  of  one  another 

Summarizing 

Of  the  Ohio  rural  school  papers  176  were  marked  by  6  examiners,  93 
by  5  and  1,127  by  4.  The  markers  were  2  members  (former  teachers) 
of  the  regular  office  force,  and  5  senior  students  from  the  Columbus 
Normal  Training  School.  The  Delaware  city  papers  were  each  given 
4  marks.  The  markers  were  teachers  in  actual  service 

The  4,  5  or  6  marks  for  each  paper  were  averaged  to  give  the  final 
mark.  All  the  averages  above  45  and  below  55  were  counted  as  50. 
Those  at  55  were  counted  half  with  the  upper  group  and  half  with 
the  lower  group.  If  there  were  but  i,  it  was  included  in  the  group 
above 

Conclusions 

In  each  case  a  steady  improvement  through  the  grades  is  shown 

The  handwriting  in  both  Delaware  city  and  the  Iowa  city  is  on  the 
whole  better  than  that  in  the  rural  schools  although  in  2  grades 
the  averages  of  Ohio  rural  schools  is  slightly  above  those  of  the 
Iowa  city 

There  is  greater  uniformity  in  the  city  schools.  The  rural  schools 
had  both  very  good  and  very  poor  writing.  This  is  especially 
noticeable  in  the  8th  grade  figures 


136 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


In  the  8th  grade  in  Iowa  and  Delaware  city  the  largest  number  of 
papers  scored  60,  while  in  Ohio  and  Delaware  county  rural  papers 
the  largest  numbered  scored  50 

COMPARISON  OF   HANDWRITING  OF   FOUR   EIGHTH   GRADES 
Distribution  on  Ayres  Scale 


40% 


\ 


\ 


20% 


10% 


20 


30 


40 


50  60 

AYRES   SCALE 


70 


80 


90 


— — —  Ohio  Rural 

— b Iowa  Small  City 

Delaware  City 

" Delaware  County 

Some  pupils  in  unsupervised  rural  districts  did  as  well  as  any  students 
in  the  supervised  city  system.  There  is  no  reason  why,  with  super- 
vision, all  rural  districts  should  not  obtain  as  good  results  as  any 
city  districts 

Studies  similar  to  this  should  be  made  in  widely  separated  sections  of  the 
state.  The  Ayres  scale  can  be  used  for  the  regular  grading  of  all 
writing  in  any  sort  of  school 

The  following  tables  and  the  graph  present  the  details  of  the  study 


CLASSROOM    INSTRUCTION 


137 


AVERAGE   MARKS  IN   HANDWRITING 
(Ayres  Scale) 


Grade 

Ohio  Rural 

Delaware 

Iowa  Small  City 

County 

.   City 

II    

30.5 
34.7 
38.3 
47.1 
51.4 
52.9 
56.3 

45.9 
42.6 
46.8 
45.0 
48.6 
54.6 
58.4 

Ill    

IV    

V    

VI   

48.2 
51.8 
55.4 

56.2 
59.7 
60.9 

VII    

VIII      

OHIO  RURAL  HANDWRITING— DISTRIBUTION  ON  AYRES  SCALE 


Grade 

0 

10 

20 

30 

40 

50 

60 

70 

80 

90 

Total 

Ave. 

II  

1 

? 

30 

26 

26 

8 

93 

30  5 

Ill   .  .  . 

4 

31 

77 

53 

26 

3 

2 

196 

34  7 

IV 

23 

87 

114 

55 

17 

1 

297 

38  3 

V  . 

5 

30 

106 

91 

45 

21 

1 

1 

300 

47  1 

VI 

8 

43 

54 

39 

14 

5 

163 

51  4 

VII 

7 

28 

52 

38 

18 

2 

1 

146 

52  9 

VIII  

3 

7 

35 

52 

45 

37 

21 

fl 

202 

56  3 

Total  II  to  IV.  .  . 

1 

6 

84 

190 

193 

89 

20 

3 

586 

36  0 

Total  V  to  VIII. 

8 

52 

212 

249 

167 

90 

29 

4 

811 

51  4 

Total  II  to  VIII. 

1 

6 

92 

242 

405 

338 

187 

93 

29 

4 

1397 

44.9 

IOWA  SMALL  CITY  SCHOOL  HANDWRITING— DISTRIBUTION  ON 

AYRES  SCALE 


Grade 

0 

10 

20 

30 

40 

50 

60 

70 

80 

90 

Total 

Ave. 

II 

12 

40 

36 

18 

1 

107 

35  9 

III  

3 

22 

38 

48 

5 

116 

42.6 

IV 

7 

39 

55 

16 

117 

46.8 

V  

9 

51 

45 

11 

116 

45.0 

VI 

8 

41 

55 

22 

8 

134 

48  6 

VII  

4 

16 

45 

24 

18 

5 

112 

54.6 

VIII  

2 

31 

47 

17 

1 

98 

58.4 

Total  II  to  IV 

15 



69 

113 

121 

22 

340 

41  9 

Total  V  to  VIII 

21' 

109 

177 

104 

43 

6 

460 

51.2 

Total  II  to  VIII 

15 

90 

222 

298 

126 

43 

6 

800 

47.3 

138  OHIO    STATE    SCHOOL    SURVEY    REPORT 

DELAWARE    CITY    HANDWRITING  —  DISTRIBUTION    ON    AYRES    SCALE 


Grade 

10 

20 

30 

40 

50 

60 

70 

20 

90 

Total 

Average 

VI    

2 

25 

31 

35 

22 

9 

124 

56.2 

VII    

2 

9 

24 

26 

26 

8 

1 

96 

59.7 

VIII 

8 

23 

28 

21 

10 

2 

92 

60.9 

Total  VI  to  VIII  .  . 

4 

42 

78 

89 

69 

27 

3 

312 

58.7 

DELAWARE  COUNTY  HANDWRITING— DISTRIBUTION  ON  AYRES  SCALE 


Grade 

10 

20 

30 

40 

50 

60 

70 

20 

90 

Total 

Average 

VI    

6 

15 

16 

14 

5 

56 

48.2 

VII            

6 

8 

22 

11 

8 

1 

56 

51.8 

VIII        

1 

7 

20 

24 

20 

18 

12 

102 

55.4 

Total  VI  to  VII  .  .  . 

1 

19 

43 

62 

45 

31 

13 

214 

52.9 

OHIO    RURAL    SCHOOL    HANDWRITING  — PERCENTAGE    DISTRIBUTION 

ON  AYRES   SCALE 


Grade 

0 

10 

20 

30 

40 

50 

60 

70 

80 

90 

Total 

II   

1   1 

2  1 

32.3 

28.0 

28.0 

8.6 

100 

Ill 

2  0 

15  8 

39  3 

27  0 

13  3 

1  5 

1  0 

100 

IV 

7  7 

29  3 

38  4 

18  5 

5  7 

3 

100 

v 

1  7 

10  0 

35  3 

30  0 

15  0 

7  0 

3 

3 

100 

VI 

4  9 

26  4 

33  1 

23  9 

8  6 

3  i 

100 

VII    . 

4  8 

19  2 

35  6 

26  0 

12  3 

1  4 

7 

100 

VIII    

1  4 

3  5 

17  3 

25  7 

22  3 

18  3 

10  4 

1  0 

100 

Total    II 
to    IV.. 

2 

1   0 

14.3 

32.4 

32  4 

15  2 

3  4 

5 

100 

Total    V 
VIII    .  .  . 

1  0 

6  4 

26  1 

30  7 

20  6 

11  1 

3  6 

5 

100 

Total    II 
to    VIII. 

.1 

.4 

6.6 

17.3 

28.9 

24.2 

13.4 

6.7 

20 
.  o 

.3 

100. 

CLASSROOM    INSTRUCTION 


139 


IOWA  SMALL  CITY  SCHOOL  HANDWRITING  — PERCENTAGE  DISTRIBU- 
TION ON  AYRES   SCALE 


Grade 

0 

10 

20 

30 

40 

50 

60 

70 

80 

90 

Total 

II    

11.2 

37.4 

33.6 

16.8 

.9 

100 

Ill    

2.6 

18.9 

32.8 

41.4 

4.3 

100 

IV 

6.0 

33.3 

47  0 

13  7 

100 

V 

7.8 

44  0 

38  8 

9  5 

100 

VI    

6.0 

30.6 

41.0 

16.4 

6.0 

100 

VII 

3  6 

14  3 

40  2 

21  4 

16  1 

4  5 

100 

VIII 

2  0 

31  6 

48  0 

17  3 

1  0 

100 

Total    II 
to  IV.  .  . 

4.4 

20.3 

33.2 

35.8 

6.5 

100 

Total    V 
to  VIII. 

4.6 

25.7 

38  5 

22  6 

9  3 

1  3 

100 

Total    II 
to  VIII. 

1  9 

11  3 

27  7 

37  3 

15  8 

5  4 

7 

100 

HANDWRITING   DELAWARE   CITY  —  PERCENTAGE    DISTRIBUTION 

AYRES   SCALE 


Grade 

10 

20 

30 

40 

50 

60 

70 

80 

90 

Total 

VI    

1  6 

20  2 

25  0 

28  2 

17.7 

7.3 

100 

VII 

2  1 

9  4 

25  0 

27  1 

27  1 

8  3 

1  0 

100 

VIII 

8  7 

25  0 

30  4 

22  8 

10  9 

2  2 

100 

Total  VI  to  VIII 

1  3 

13  5 

25  0 

28  5 

22  1 

8  7 

9 

100 

HANDWRITING   DELAWARE    COUNTY  —  PERCENTAGE    DISTRIBUTION 

AYRES   SCALE 


Grade 

10 

20 

30 

40 

50 

60 

70 

80 

90 

Total 

VI    

10  7 

26.8 

28.6 

25.0 

8.9 

100. 

VII   

10.7 

14.3 

39.3 

19.6 

14.3 

1.8 

vlOO. 

VIII           

1.0 

6  9 

19.6 

23.5 

19.6 

17.6 

11.8 

100. 

Total  VI  to  VIII. 



.5 

8.9 

20.1 

29.0 

21.0 

14.5 

6.0 



100. 

Note  —  The  characterisitc  mark  is,  for  city  children,  60;    for  children  in 
rural  schools,  50 


140 


OHIO   STATE   SCHOOL   SURVEY   REPORT 


COMPARISON  OF  HANDWRITING  IN  OHIO  RURAL  SCHOOLS  AND  IN  A 
SMALL  CITY  IN  IOWA,  AYRES  SCALE 


Grade 

Percent  below  50 

Percent  50  or 
above 

Percent  60  or 
above 

Iowa 

Ohio 

'  Iowa 

Ohio 

Iowa 

Ohio 

TT 

82.2 
54.3 
39.3 
51.8 
36.6 
36.6 
2.0 
57.0 
28.3 
40.9 

91.4 
84.2 
75.4 
47.0 
31.3 
24.0 
22.2 
80.8 
33.5 
53.3 

17.7 
45.7 
60.7 
48.2 
63.4 
82.1 
98.0 
42.1 
71.7 
59.1 

8.6 
15.8 
24.6 
53.0 
60.7 
76.0 
77.8 
19.2 
66.5 
46.7 

.9 
4.3 
13.7 
9.5 
22.6 
42.0 
66.4 
6.5 
33.2 
21.9 

III       .... 

2.5 
6.0 
22.6 
35.6 
40.7 
42.0 
3.9 
35.8 
23.2 

IV        

V   

VI     

VII    

VIII    

Total  II  to  IV  
Total  V  to  VIII.. 
Total  II  to  VIII.. 

1 

COMPARISON  OF  HANDWRITING  IN  DELAWARE  CITY  AND  DELAWARE 
TOWNSHIP  SCHOOLS,  AYRES  SCALE 


Delaware 

Percent  below  56 

Delaware 
Percent  50  or 
above 

Delaware 
Percent  60  or 
above 

Grade 

City 

County 

City 

County 

City 

County 

VI  

21.8 
11,5 
8.7 
14.8 

37.8 
25.0 
26.5 
29.5 

78.2 
88.5 
91.3 

85.2 

62.2 
75.0 
73.5 
70.5 

53.2 
63.5 
76.3 
60.2 

33.9 
35.7 
49.0 
41.5 

VII   

VIII   

Total  VI  to  VIII.. 

Teaching  of  arithmetic 

Classroom  method 
In  general  the  results  of  observation  in  the  field  indicate  that 

Arithmetic  is  probably  the  best  taught  subject  of  the  curriculum 
from  the  standpoint  of  classroom  technique 

Less  teaching  is  done  from  the  book  than  in  other  subjects 

Pupils  ask  more,  and  more  pertinent,  questions 

Students  are  given  opportunity  for  self  expression  owing  mainly 
to  the  ease  with  which  children  may  be  allowed  to  work  arith- 
metic at  the  blackboard  (Table,  p.  127).  At  the  same  time  the 
percentage  of  leading  questions  and  "telling"  by  the  teacher  is 
very  high  (Table,  p.  127) 


CLASSROOM    INSTRUCTION  141 

The  lighting  test 

Pupils  in  grade  6,  7  and  8,  after  being  given,  by  other  pupils  who  made 
the  measurements,  the  length  and  breadth  of  the  room  and  the  di- 
mensions of  a  window  pane,  were  asked  to  find  how  many  times  as 
large  the  floor  area  was  as  the  glass  area 

In  59%  of  the  501  classes  in  one  room  township  schools  containing 
boys,  less  than  one-tenth  of  the  boys  present  worked  the  problem 
correctly 

In  23.8%  of  these  classes  all  or  practically  all  of  the  boys  obtained 
correct  answers 

In  48%  of  the  8th  grade  classes  containing  boys  less  than  one-tenth  of 
the  boys  present  got  correct  answers  and  in  30%  practically  all  ob- 
tained correct  answers 

In  58%  of  the  490  classes  containing  girls  in  one  room  township 
schools,  less  than  one-tenth  of  the  girls  present  worked  the  prob- 
lem correctly,  and  in  28%  practically  all  obtained  correct  answers 

In  40%  of  8th  grade  classes  containing  girls,  less  than  one-tenth  of  the 
girls  present  got  correct  answers,  and  in  41%  practically  all  obtained 
the  right  answer  • 

For  some  reason  the  girls  surpassed  the  boys  on  this  test.  Although 
there  were  too  few  schools  to  make  a  basis  for  generalization,  it  is 
noteworthy  that  the  record  of  47  centralized,  special  district  and  village 
schools  inspected  is  no  better  than  that  of  the  one  room  township 
schools  and  is  in  some  cases  worse 

The  accompanying  table  shows  the  results  of  this  test  in  detail 


142 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


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CLASSROOM    INSTRUCTION  143 

Other  problems 

The  following  problems  were  given  to  grade  8  children  in  all  schools 
visited.  The  tests  were  given  by  the  regular  teacher  except  in  a  few 
cases  where  he  refused.  These  questions  were  submitted  to  experts 
from  the  Department  of  Agriculture,  to  the  office  of  the  state  Superin- 
tendent of  Public  Instruction  and  to  numerous  school  men  throughout 
the  state  as  well  as  to  several  outside  the  state: 

If  a  merchant  bought  overalls  at  $2.00  a  pair,  and  sold  them  at  $3.00 

a  pair,  what  percent  did  he  gain? 

A  farmer  wished  to  place  5  harness  hooks  at  equal  distances  apart 
on  a  board  4  ft.  2  in.  long^  each  of  the  2  outside  hooks  being 
i  inch  from  the  nearest  end  of  the  board.  How  far  apart  will 
the  farmer  make  the  holes  for  the  hooks  ? 

A  certain  township  is  exactly  6  miles  square.  Its  only  school  house 
is  in  the  exact  center  of  the  township.  If  all  the  roads  run  parallel 
to  the  boundaries  of  the  township,  and  the  school  house  is  on  a 
road,  how  far  will  the  pupil  who  is  the  greatest  distance  possible 
from  the  school  have  to  drive  or  walk  to  school? 
A  man  had  a  crop  of  2,000  barrels  of  apples,  which  he  sold  at  $2.00 
per  barrel.  In  raising  and  harvesting  the  crop,  he  had  employed 
15  men  10  days  each,  at  $2.00  per  day,  to  pick  the  apples;  he  had 
spent  in  fertilizer  $400.  Counting  his  own  time  he  had  spent  in 
spraying  and  cultivating  $500.00.  What  was  the  net  income  of 
his  apple  crop? 

A  man  invests  in  20  acres  of  land  for  a  truck  farm,  at  $200  per 
acre.  He  erects  buildings  costing  $5,000.  He  purchases  farm 
equipment  and  machinery  for  $1,000.  His  annual  net  income  from 
the  farm  after  deducting  wages  for  himself  was  $2,000.  What 
percent  did  he  receive  on  his  investment? 

The  results  of  the  test  indicate  that 

In  over  50%  of  the  classes  less  than  10%  of  both  boys  and  girls  ob- 
tained correct  answers  to  any  question  except  the  fourth 

In  less  than  one  quarter  of  the  total  number  of  classes,  both  boys 
and  girls,  did  go%  or  over  of  those  present  give  correct  answers 
to  problems  2,  3  and  5.  The  greatest  success  was  obtained  on 
problem  4.  The  classes,  90%  of  whose  membership  worked  this 
correctly,  were  approximately  40%  of  the  total  number  of  classes 

While  no  definite  conclusion  can  be  drawn  from  the  small  number  of 
centralized  township,  special  district  and  village  schools  examined  it 
is  interesting  to  note  that 


144  OHIO    STATE    SCHOOL    SURVE\     REPORT 

Centralized  schools  did  not  have  so  large  a  proportion  of  classes  which 
fell  below  10%  of  correct  answers  on  any  problems  and  had  more 
which  surpassed  90%  of  correct  answers  than  did  one  room  town- 
ship schools 

While  a  smaller  proportion  of  classes  in  village  schools  fell  below 
10%  of  correct  answers,  a  much  smaller  proportion  of  village  classes 
obtained  90%  or  over  of  correct  answers  than  was  the  case  with 
classes  in  one  room  township  schools 

The  rural  environment  is  apparently  an  excellent  one  for  obtaining 
good  results  in  arithmetic.  The  unsupervised  one  room  township 
schools  surveyed  had  a  higher  per  cent  of  very  bright  pupils  in 
arithmetic  than  did  the  village  schools  visited,  while  the  supervised 
and  graded  centralized  schools  made  a  better  record  than  either. 
Closer  grading  and  supervision  would  soon  place  the  results  of 
arithmetic  teaching  in  rural  schools  on  a  par  with,  if  not  in  ad- 
vance of,  the  best  in  village  and  city  schools 


CLASSROOM    INSTRUCTION 


145 


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146 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


RESULTS  OF  ARITHMETIC  TEST  IN  71  SCHOOLS  IN  A  REPRESENTATIVE 

COUNTY 

Problems* 


Percentage  of 

1 

2 

3 

4 

5 

Correct  answers  by  boys         

38.8 

26.3 

57.5 

68.4 

40. 

Correct  answers  by  girls         .      .  . 

50. 

27 

52.6 

60 

44.7 

*The   problems   given  in  the    spring  were  the  same  as  those  given  in  the 
fall   (printed  above)   with  the  exception  of  the  figures  in  the  last  2 

Teaching  of  geography 

As  is  indicated  by  table  on  p.  127  the  teaching  of  geography  in  the 
schools  visited  was  extremely  weak  in  that 

Teachers  too  frequently  resorted  to  questions  which  indicated 

the  answers 

Teachers  unnecessarily  told  the  answers  to  their  classes 
Half  the  teachers  visited  held  very  closely  to  the  book  while 

teaching 

Children  rarely  were  sent  to  the  maps  or  blackboard 
Children  rarely  asked  questions  of  any  kind 

The  teachers  and  pupils  in  many  schools  particularly  rural  schools 
are  handicapped  by  an  insufficient  supply  or  an  entire  lack  of  maps 
and  charts.  Twenty-five  per  cent  of  the  one  room  township  schools 
visited  had  neither  map  or  chart,  while  another  25%  were  in- 
adequately supplied 

The  time  spent  in  teaching  could  be  greatly  shortened  and  the  teach- 
ing made  more  effective  if  every  school  were  supplied  with  pro- 
jection apparatus  and  where  possible  with  moving  picture  ma- 
chines. Seeing  life-like  pictures  of  the  real  things,  and  people 
spoken  of  in  the  geography  would  greatly  stimulate  the  imagina- 
tion and  interest  and  deepen  the  impression.  If  geography  is  the 
study  of  man  in  his  natural  environment,  surely  no  subject  should 
lend  itself  more  readily  to  this  method 

Sample  notes  on  lessons  in  geography  reported  from  the  field 

i  "Teacher  conducted  a  creditable  lesson  in  longitude  and  time,  which  in- 
dicated that  he  had  the  subject  well  in  hand.  He  exhibited  a  fair  de- 
gree of  teaching  skill.  He  used  blackboard  illustrations  freely,  making 
matter  clear  to  pupils.  No  work  was  done  at  the  board  by  pupils, 
probably  owing  to  the  poor  condition  of  the  board" 


CLASSROOM    INSTRUCTION  147 

2  "As  I  approached  I  heard  the  teacher  while  still  fifty  yards  away 
Teacher  fairly  shouted  when  teaching  a  class  in  primary  geography. 
Both  teacher  and  pupils  held  open  books  before  them.     Teacher  said, 
"It  asks,  'Where  is  Tasmania?''      Teacher  and  pupils  both  hunt  for 
answer,  pupils  singing  out  answers  in  unison.     Teacher  repeated  an- 
swer.   The  teacher  asked,  'What  is  a  geyser?'  No  reply.     Teacher,  'A 
place  in  the  earth  where  what  issues  forth?'     Still  no  answer.     The 
teacher  answered,  Tire  and  steam/     Teacher,  'It  says  Vancouver  is 
noted  for  what?'     Children  answered,  'Gold  and  copper.'     Teacher  re- 
peated answer.     Teacher,  'Why  has  railroads  been  built  to  gold  and 
copper  mines?"      Children   answered,   'To   carry   it   away/     Teacher, 
'Why  is  Australia  called  the  Switzerland  of  the  south?'     No  answer. 
Teacher,  'Because  it  is  small  and  rocky  like  Switzerland/    Teacher,  'Is 
there   no   place   where    education    is    not    far    advanced?'       Children, 
'Africa'  " 

3  "  'What  is  the  next  state  farther  down?    What  is  the  capital?     Now 
let's  get  farther  over.     Why  are  these  called  the  Great  Lakes?     Are 
they  salt  or  fresh  ?  What  one  touches  our  state?    What  is  the  capital 
of  New  York?    Pennsylvania?  Ohio?  Indiana?  Illinois?    Now  get  up 
to  Wisconsin.     What  is   its   capital?'     Children  hesitated.     Teacher 
says  'It  has  the  same  name  as  one  of  our  presidents/     This  at  once 
roused  the  apperceptive  masses  of  the  children  who  replied,  'Wilson'. 
'No/  'Jefferson/    Then  the  teacher  said,  'No,  the  president  who  comes 
after  Jefferson'.     The  teacher  told,  'Madison'.     What  is  the  capital  of 
Michigan?'     The  teacher  told.     'What  is  the  capital  of  Minnesota? 
It  is  named  after  you,'  said  the  teacher  to  one  boy.    'Name  the  central 
states.    What  is  the  capital  of  West  Virginia?    It,  too,  is  named  after 
a  man.    Which  ones  west  of  the  Mississippi?    What  is  the  capital  of 
Missouri?     It  is  named  after  the  president  you  missed  a  little  while 
ago/    Again  the  children  said  'Wilson,'  and  were  told  'Jefferson  City'. 
'What  is  the  capital  of  Iowa?'     Teacher  told,  'Des  (pronounced  Dez) 
Moines.     'What  is  the  capital  of  North  Dakota?'     'Bismark/     'What 
is  the  capital  of  South  Dakota?'     'Pierre/     'That  is  named  after  an- 
other man.     What  is  the  capital  of  Nebraska?     That  is  the  name  of 
another  president/     Children  hesitated.     Teacher  said,  'He  is  a  tall 
fellow  who  used  to  split  rails/    Then  the  answer  came  'Lincoln/    Com- 
ment by  teacher  at  close,  'You  will  have  these  over  in  other  grades. 
Up  in  the  seventh  grade  children  do  not  always  know  these,  and  even 
some  others/     Assignment:  'Study,  commence  right  here,  take  down 
to  here   'where   small   fruits  grow' ' 


148  OHIO   STATE   SCHOOL    SURVEY    REPORT 

Teaching  of  history 

The  teaching  of  history  in  the  elementary  schools  is  marred  by  the 
same  defects  as  the  teaching  of  geography.  In  a  large  proportion 
of  exercises  seen 

Teachers    used    questions    which    unnecessarily    suggested    the 

answers 

Teachers  were  guilty  of  unnecessary  "telling" 
There  was   no   fluent  recitation,   answers   in  most  cases   being 

merely  yes  or  no 

There  was  little  sign  of  real  self  activity  or  self  expression  on 
the  part  of  the  pupils,  questions  of  any  kind  asked  by  pupils 
being  extremely  rare  (See  table  p.  127) 

The  teaching  of  history  needs  to  be  vitalized  by  the  use  of  lantern 
slide,  moving  picture  views,  school  historical  collections  made  by 
pupils,  and  other  similar  devices.  History  could  be  made  the 
bearer  of  much  moral  instruction  if  children  could  be  made  to  feel 
its  reality  and  vital  human  interest 

i      .  i 

Extracts  from  field  notes  on  2  history  lessons  observed 

1  "Teacher  called  the  primary  history  class  and  said,  'John,  you  begin. 
Apparently  each  pupil  had  prepared  several  questions,  not  only  upon 
the  present  assignment,  but  upon  previous  work.     John  read  i  of  his 
questions  and  called  on  Jane  to  answer,  and  Jane  answered  if  she  could. 
Another  was  called  on.    The  pupils  then  informally  discussed  the  ques- 
tion.    The  teacher   occasionally  commended,   added   to   the   question 
and  to  the  answer,  but  the  recitation  was  strictly  a  pupils'  exercise. 
The  teacher  inspired  enthusiasm,  energy  and  control  as  well  as  dil- 
igence in  the  class  room.     This  shows  what  can  be  done  by  a  live 
teacher  with  practically  no  equipment" 

2  "Teacher  asks  the  children  to  outline  Cleveland's  administration  on 
the  board.    Teacher  asked  dates  of  the  Spanish  war,  and  the  date  of 
the  battle  of  Manila.     Teacher,  'Who  fought  it?'     Children,  'Dewey.' 
Teacher,  'Name  some  other  commanders.'    Children  after  long  silence, 
'Roosevelt/     Teacher,  'Who  was  Sampson?'     Teacher  after  long  si- 
lence, 'Who  was  Sampson,  anybody  know?'     'Why  he  was  the  hero 
who  sunk  the  Merrimac,  was  he  not?'     Silence.    Teacher,  'Who  shot 
McKinley?'     Children,  'Czolgosz.'    Teacher,  'Where?'     Children,  'At 
a  fair.'    Teacher,  'How  long  did  he  live?'    No  answer.    After  a  few 
more  such  questions,  the  assignment  was  given.    No  attention  was  paid 
to  the  work  on  the  board" 


CLASSROOM    INSTRUCTION  149 

Teaching  of  physiology  and  hygiene 

This  is  one  of  the  most  abused  subjects  of  the  course  of  study.  Of 
late  there  has  undoubtedly  been  much  improvement  through  the 
adoption  of  up-to-date  text  books,  and  occasionally  refreshing  ex- 
amples of  definite,  concrete,  vital  teaching  of  hygiene  is  seen.  The 
director  observed  a  lesson  in  hygiene  by  a  teacher  in  a  one  room 
rural  school  in  which  personal  hygiene  was  treated  from  the  stand- 
point of  good  taste  and  good  breeding  and  from  the  standpoint  of 
duty  to  society.  The  children  in  this  school  are  taught  how  to 
use  tooth  brushes  properly,  and  are  not  only  supplied  with  indi- 
vidual drinking  cups,  but  are  provided  with  means  to  keep  them 
clean.  Too  many  teachers,  however,  teach  directly  from  the  book 
and  unnecessary  telling  is  very  prevalent.  In  this  subject  where 
every  child  should  be  required  to  react  on  the  various  problems 
discussed,  questions  asked  or  observations  volunteered  by  pupils 
are  extremely  rare  (See  table  p.  127) 

Field  reports  of  2  lessons  in  physiology  and  hygiene 

1  "Teacher,  'Tell  about  the  brain.'    Pupil,  'Brain  weighs  about  3  pounds. 
It  is  the  most  precious  organ  in  the  body.     It  is  curved  at  the.  ends 
and  looks  like  a  silk  handkerchief  crumpled  up.     It  has  3  parts,  the 

cerebrum,   the   cerebellum   and   .'     Teacher,   'What   about   the 

spinal  nerves?'    Pupil,  'The  spinal  nerves  are  in  the  back  bone,  and  if 

anything  hits  you .    They  branch  from  the  spinal  cord.'    Teacher, 

'They  come  between  what?'    No  answer.    'Did  you  ever  see  the  back- 
bone of  a  hog?    Can  you  pick  it  apart?  Well  the  spinal  nerves  come  out 
there.    What  are  the  cranial  nerves?'    'They  are  in  the  skull  and  look 
like  a  telephone  system.'    'What  is  the  central  nervous  system?'    Pupil, 
The  brain.'    Teacher,  'Tell  about  the  sympathetic  system/     Pupil,  'It 
is  under  our  own  control,  and  if  you  hear  any  cries,  it  stirs  you  up — 
little   stations  called  ganglia.     Reflex  action  is   when   somebody  hits 
you  it  don't  have  to  go  to  the  brain.    If  it  does  it  would  not  get  back  so 
quick.'     Teacher,  'Tomorrow  we  begin  at  'Importance  of  Reflex  Ac- 
tion' page ' " 

2  "Teacher,  'What  is  our  lesson  about?    Is  it  about  the  effect  of  alcohol 
on  the  stomach?'     Pupil,  'Yes/    Teacher,  'When  people  want  to  pre- 
serve a  piece  of  meat  they  put  it  in  alcohol  don't  they?'    Pupil,  'Yes.' 
Teacher,  'When  you  want  to  keep  dead  bodies  you  embalm  them  don't 
you?'     Pupil,  'Yes.'    Teacher,  'So  this  alcohol  then  must  embalm  this 
meat,  must  it  not?'     Pupil,  'Yes.'    Teacher,  'So  if  anyone  should  take 


150  OHIO   STATE   SCHOOL   SURVEY    REPORT 

alcohol  into  his  stomach  it  would  embalm  the  stomach,  wouldn't  it?' 
Pupil,  'Yes.'  Teacher,  'Isn't  it  strange  then  that  men  would  take  alco- 
hol into  the  stomach  if  it  embalms  their  stomach  ?'  Pupil,  'Yes'  " 

Teaching  of  manual  training,  domestic  science 
and  agriculture 

Only  i  one  room  township  school  out  of  592,  I  centralized  or  consol- 
idated school  out  of  17,  no  special  district  schools  out  of  13,  I  village 
school  out  of  13,  and  I  high  school  out  of  22,  made  any  provision  what- 
ever for  the  teaching  of  manual  training 

The  teaching  of  domestic  science  is  in  practically  the  same  condition. 
Where  found,  the  equipment  in  both  manual  training  and  domestic 
science  is  usually  excellent  and  in  some  cases  remarkably  good 

Where  centralization  or  consolidation  is  impossible  the  traveling 
teacher  of  these  branches  affords  the  only  solution  of  the  question  of 
how  to  obtain  effective  teaching  in  manual  training  and  domestic 
arts.  Even  the  traveling  teacher  cannot  solve  the  difficulty  con- 
nected with  obtaining  proper  equipment  for  one  room  schools 

The  equipment  for  teaching  agriculture  leaves  much  to  be  desired 
Only  5  one  room  township  schools  out  of  592  visited,  6  centralized  or 
consolidated  schools  out  of  17,  no  special  district  school  out  of  13, 
3  village  schools  out  of  13,  and  6  high  schools  out  of  22  had  Babcock 
testers.  A  similar  condition  existed  as  to  microscopes  and  other 
apparatus 

The  accompanying  table  gives  the  results  of  a  questionnaire  to  super- 
intendents of  schools 


CLASSROOM    INSTRUCTION 


APPARATUS   FOR  TEACHING  AGRICULTURE 


Apparatus  and  equipment 

Township 

Special 

Village 

City 

Number   of   districts    asked   to   re- 
port     

264 

172 

425 

80 

Number  of  districts  reporting  
Number   having 
Milk  tester         .           .           

98 

46 

48 
14 

188 
64 

61 
8 

Seed  tester  .         .         .                 .... 

17 

7 

44 

6 

Corn  tester    ... 

17 

6 

26 

7 

Microscope           .       .                ... 

17 

7 

46 

7 

Chemical  laboratory  at  disposal  of 
agricultural  class                           .  . 

12 

3 

19 

2 

Botanical  laboratory  at  disposal  of 
agricultural   class 

2 

3 

Milk  separator 

1 

2 

5 

Apparatus   illustrating  capillarity 

11 

3 

8 

Apparatus  illustrating  osmosis.  .  .    . 

4 

4 

1 

Grafting   tools 

2 

2 

7 

2 

Apparatus    illirstrating    drainage... 
Germinator 

7 
7 

1 
2 

7 
12 

1 
4 

Fertilizer    

4 

1 

3 

Collections    

3 

4 

9 

2 

Slides   

1 

1 

5 

2 

Spraying  apparatus 

1 

Pruning  apparatus 

1 

Garden  tools 

3 

2 

Incubator    

1 

Soil  tester 

3 

7 

Miscellaneous 

10 

•     6 

38 

g 

Nothing    

21 

17 

50 

33 

The  table  indicates  clearly  the  extreme  meagerness  of  the  apparatus 
in  most  schools.  Even  such  apparatus  as  corn  testers  and  devices 
for  illustrating  drainage,  both  of  which  can  be  made  easily  by 
pupils  and  teachers,  are  found  in  but  a  small  percentage  of  the 
schools.  Some  schools  have  manufactured  large  quantities  of  agri- 
cultural apparatus  and  appreciate  it  more  than  if  they  had  bought 
expensive  equipment.  Of  course  many  pieces  must  be  bought,  but 
the' cost  of  the  necessary  apparatus  for  the  elementary  rural  school 
is  extremely  small.  There  is  really  no  good  reason  why  35%  of 
special  district  schools,  21%  of  township  schools  and  26%  of  village 
schools  reported  by  superintendents  should  have  no  agricultural 
apparatus 

While  undoubtedly  the  best  work  in  the  teaching  of  agriculture  is 
done  in  connection  with  one  acre  plots  on  the  farms  from  which 
the  pupils  come,  yet  the  school  garden  serves  a  useful  purpose  in 
supplying  material  for  classroom  instruction  and  in  making  simple 
experiments  possible.  There  is  a  woeful  lack  of  school  gardens 
either  ornamental  or  utilitarian  in  connection  with  rural  schools 


152  OHIO    STATE    SCHOOL    SURVEY    REPORT 

In  many  districts  the  absence  of  apparatus,  school  gardens,  one  acre 
plots  for  boys"  on  their  father's  farms,  has  reacted  unfavorably  on 
the  character  of  agricultural  teaching.  When  one  considers  in  ad- 
dition to  this,  the  large  number  of  untrained  teachers,  it  is  no 
wonder  that  so  much  of  the  instruction  is  mechanical  and  bookish. 
The  possibilities  of  agricultural  teaching  are  shown  by  the  excellent 
results  in  many  communities  and  the  wonderful  success  of  the 
Corn  Boys'  movement  (See  Chapter  XV) 

Inscriptions  of  actual  lessons  in  agriculture  reported  from  the  field 

1  "The  lesson  in  agriculture  was  on  drainage.     The  class  was  attentive 
and  interested.     The  teacher's  questioning  was  splendid  and  her  ap- 
proach appealed  to  the  children" 

2  "One  interesting  lesson  in  agriculture  was  observed.     The  lesson  was 
about  cell  structure  in  plants.    The  pupils  were  quick  to  take  the  initia- 
tive.    The  teacher  asked  many  'what'  and  'why'  questions.     Her  illus- 
trations were  practical.     The  class  talked  about  their  observations  of 
yeast  in  bread  making.     The  cause  of  the  killing  of  tobacco  plants  by 
frost  was  discussed.    The  teacher  emphasized  such  vital  points  as  the 
growth  of  cells  and  cell  structure  and  told  pupils  of  an  experiment  to 
work  out  at  home" 

3  "The  class  in  agriculture  was  not  so  well  prepared  as  might  be,  owing 
to  lack  of  time  for  study  of  the  lesson.  The  boys  in  the  class  are  vitally 
interested  in  the  subject.     The  experiments  called  for  in  the  test  are 
performed,  making  the  work  quite  realistic" 

4  "This  lesson  was  taught  entirely  without  the  book  and  without  a  sign 
of  apparatus" 

5  "Questions  asked  from  the  book.     There  was  very  little  discussion. 
Pupils  took  turns  reading  from  the  book.     The  teaching  followed  the 
book  exactly.    There  was  no  appartus  available" 

6  "The  parasites  and  means  of  killing  them  were  discussed.    There  was 
no  apparatus  for  conducting  experiments" 

7  "Teacher  :  'Yesterday  we  studied  what?'    Teacher:  'You  explain  evapo- 
ration in  plants'.    Long  answer  by  pupil.    Teacher :  'Is  water  necessary 
to  plants?    Explain  why?'    Pupil:  'If  we  cut  off  2  plants  and  put  but 
i   in  water  the  other  plant  will  droop.'     Teacher:  'How  do  growing 
plants  get  water?'     Pupil:  'Through  roots.'     Teacher:  'Yes.     Leaves 
cannot  take  in  water,  therefore  they  will  what  ?'    Pupil :  'Die.'    Teacher : 
'What  about  soil  around  plants  if  you  don't  keep  weeds  out  during  dry 


CLASSROOM    INSTRUCTION  153 

weather?'  Pupil:  'Weeds  take  all  the  water  from  plants,  and  they  will 
die.'  Teacher:  'What  should  farmers  and  gardeners  think  about?' 
Pupil:  'Waste  of  soil  water.'  Teacher:  'What  takes  up  soil  water?' 
Pupil:  'Weeds  and  underbrush.'  Teacher:  'For  next  lesson  take  pages 
— .  Class  excused" 

8  "Text  was  read  as  an  ordinary  reading  lesson.     No  attempt  on  part  of 
teacher  to  see  whether  children  had  any  idea  of 'meaning  of  what  they 
read.      Teacher   spoke   during   lesson   only   to   pronounce   words   the 
children  did  not  know,  until  close  of  lesson  when  the  teacher  spoke 
as  follows:     'How  many  have  seen  alfalfa  growing?     Two.     Alfalfa 
doesn't  grow  as  well  here  as  out  west.    It  is  a  deeper  green.    They  do 
not  raise  much  clover  out  there,  rjut  alfalfa  instead.    We  must  take  time 
for  exercises  this  morning.    Take  to  page .    Class  excused'  " 

9  "The  agriculture  class  was  held  during  the  last  15  minutes.    The  teacher 
was  hurried ;  she  wanted  to  make  a  car.    She  used  her  book  throughout 
the  entire  lesson.    It  was  developed  in  somewhat  this  way :    'What  do 
we  mean  by  the  word  soil?    What  do  we  use  true  soil  for?    What  do 
we  need  crops  for?    What  is  the  difference  between  subsoil  and  true 
soil?    What  is  the  difference  between  subsoil  and  true  soil  in  a  desert?' 
(She  read  answers  from  the  book  whenever  child  failed  to  answer.) 
She  tells  of  nearby  examples  of  true  and  subsoil.    'How  did  soil  orig- 
inate?'   Children  suggested  that  the  glacier,  insects,  heat  and  cold  pro- 
duced it.     Also  washing  of  rocks,  dying  trees,  running  water  wearing 
through  rock  makes  soil" 

In  all,  71  lessons  in  agriculture  were  reported  from  one  room  township 
schools.  Although  one  might  naturally  expect  that  the  experience 
of  the  children  and  the  wealth  of  material  for  illustration  would 
lift  the  teaching  of  agriculture  in  rural  schools  above  the  plane  of 
ordinary  subjects  yet  the  common  errors  made  in  teaching  these 
subjects  are  at  least  as  common  in  the  teaching  of  agriculture,  e.  g. 
in  40  exercises  teacher  taught  entirely  from  the  text.  In  20  teachers 
asked  questions,  unnecessarily  suggesting  answers.  In  all  exer- 

•  cises  teachers  "told"  pupils  the  answers.  In  14  exercises  the  pupils 
recited  in  the  exact  words  of  the  book.  In  10  exercises  teacher 
asked  questions  which,  for  the  most  part,  required  yes  and  no 
answers  only 

In  only  3  cases  out  of  71  are  pupils  recorded  as  being  sent  to  the 
black  board 

In  fine  in  many  districts  the  teaching  of  agriculture  which  should  be 
the  basic  subject  of  the  curriculum  is  too  bookish,  fails  to  connect 


154  OHIO    STATE    SCHOOL    SURVEY    REPORT 

the  subject  matter  with  the  lives  of  the  pupils,  and  falls  far  short 
of  its  possibilities  in  developing  the  initiative  and  character  of  the 
pupils 

Notwithstanding  all  shortcomings  of  regular  school  instruction  in  agri- 
culture in  many  districts,  the  work  of  outside  agencies  in  cooperat- 
ing with  the  schools  (Chapter  XV),  and  the  holding  of  district 
agricultural  exhibits  have  done  much  to  stimulate  interest  in  agri- 
culture among  the  boys  in  the  schools.  Of  the  township  districts 
reporting  30%,  of  the  special  18%,  and  of  the  village  13%,  have 
held  school  agricultural  exhibits  within  the  last  5  years 

As  to  the  result  of  agricultural  teaching,  about  8%  of  the  superintendents 
reporting  declare  that  it  is  too  early  to  judge  of  the  results  of  the  work 
as  the  law  making  it  compulsory  has  been  in  actual  operation  but  a  lit- 
tle over  2  years.  Sixteen  percent  say  that  the  teaching  of  agriculture 
has  resulted  in  greater  interest  in  farming  and  rural  life  on  the  part  of 
both  boys  and  parents.  Twelve  districts  reported  that  boys  were  being 
effectively  influenced  to  stay  on  the  farms  while  in  15  districts  boys 
have  gone  to  agricultural  college  as  a  direct  result  of  school  work. 
Seven  districts  report  that  agriculture  in  the  school  curriculum  has  in- 
creased the  active  interest  of  farmers  in  the  schools 

Fifty-five  districts  report  that  methods  learned  in  the  schools  have  been 
put  into  actual  practice  on  the  farm 

Typical  extracts  from  superintendents'  letters  follow : 

"Country  people  have  realized  the  value  of  high  school  education. 
Sixty-three  out  of  152  pupils  in  our  high  school  are  from  the  country, 
paying  tuition  or  having  the  township  pay  it  for  them  (From  a 
village  superintendent) 

''Results  gratifying.  Boys  and  girls  are  suggesting  to  parents  better 
methods.  We  have  had  more  than  100  pupils  in  the  high  school 
studying  agriculture  in  each  of  the  past  3  years"  (From  a  city  super- 
intendent) 

"More  interest  is  being  taken  in  farming.  Farmers  are  more  careful 
in  selecting  and  testing  seeds ;  better  grades  of  stock  kept ;  more  at- 
tention to  proper  feeding.  These  are  brought  home  through  the 
school"  (From  a  township  superintendent) 

"It  has  led  to  a  keener  interest  in  all  phases  of  agriculture,  and  an  ex- 
pressed determination  to  stay  on  the  farm,  and  put  thought  and  work 
into  it"  (From  a  special  district  superintendent) 


I  CLASSROOM    INSTRUCTION  155 

Is  a  rural  school  like  this  too  good  to  be  true? 

A  school  with 

1  A  school  board  made  up  of  men  and  women  with  a  clear  in- 

sight into  the  meaning  of  rural  life,  and  who  look  upon  money 
put  into  schools,  not  as  an  expenditure,  but  as  an  investment 

2  Teachers  in  thorough  sympathy  with  rural  life 

3  A  principal  hired  for   n   months,  who  shall  teach  agriculture 

during  the  school  year,  and  supervise  the  work  of  the  boys 
on  their  one  acre  plots  dur_ing  the  summer 

4  A  teacher  of  domestic  science  who  in  the  summer  months  shall 

cooperate  with  mothers  in  supervising  the  girls  in  the  actual 
practice  of  household  arts 

5  Trained  teachers 

6  A  course  of  study  in  which  the  activities  of  the  locality,  shall  be 

made  the  points  of  departure  of  the  school  curriculum,  e.  g.  in 
a  rural  district,  a  course  of  study  in  which  arithmetic,  read- 
ing, writing,  geography,  etc.,  shall  be  closely  correlated  with 
agriculture  which  should  be  the  unifying  element  in  all  school 
work  in  rural  schools 

7  An  experimental  plot  of  i  acre  or  over 

8  A  baseball  diamond 

9  A  well  appointed  gymnasium  for  boys  and  girls 

10  An  assembly  room  for  school  and  community  gatherings 

11  A  house  for  the  principal  in  close  proximity  to  the  school,  owned 

by  the  district,  but  occupied  free  of  rent  by  the  principal 

Such  a  school  would 

Hold  its  principal  and  teachers  who  would  be  not  merely  in,  but, 

of  the  community 
Inculcate  the  dignity  of  rural  life  and  hold  boys  and  girls  on  the 

farm 

Be  a  center  of  social  interest  and  community  gatherings 
Insure  to  the  pupils  the  best  things  of  city  schools  while  securing 

all  the  advantage  of  life  in  rural  surroundings 
Secure  the  loyalty  and  affection  of  every  boy  and  girl,  father  and 

mother  in  the  community 


156  OHIO   STATE   SCHOOL   SURVEY    REPORT 

Constructive  suggestions 

It  is  recommended  that 

x 

Strong  agricultural  courses  be  established  in  all  high  schools  which 
shall  take  up  the  training  of  teachers 

Part  time  and  continuation  agricultural  schools  be  established  as 
part  of  a  state  wide  system  of  part  time  and  continuation  voca- 
tional education 


VIII    CLASS  ROOM  AND  GENERAL  EQUIPMENT 
OF  ELEMENTARY  SCHOOLS 


General  equipment 

A  field  study  of  equipment  in  592  one  room  township  schools,  17  cen- 
tralized township  elementary  schools,  13  special  district  elementary 
schools,  13  village  elementary  schools  and  22  high  schools  shows  that 

The  centralized  school  is  on  the  average  much  better  supplied  than 
the  one  room  rural  school,  with  educational,  social  center  and  san- 
itary equipment 

The  high  schools  have  a  relatively  strong  hold  on  the  public  purse 

Assembly  halls  are  rarely  found  except  in  centralized  or  consolidated 
schools,  village  schools  and  high  schools 

Taken  as  a  whole,  all  sorts  of  elementary  schools  are  poorly  provided 
with  projective  apparatus,  which  might  be  used  in  regular  school 
work  or  in  social  center  work 

School  museums  are  found  in  but  a  small  proportion  of  schools 

Over  a  third  of  the  schools  have  individual  drinking  cups,  but  a  very 
small  fraction  provide  sanitary  receptacles  for  these 

The  water  bucket,  open  to  the  dust  of  the  school  room,  is  still  too 
common 

Proportion  of  Individual  Drinking- Cups 
(456 'Schools reported  on  by  examiners) 


Common  Cup     677f*      d  Individual  Cup   323% 

(157) 


158 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


GENERAL  EQUIPMENT 


. 

Township 

Special 
•District 

Village 

High 
School 

One  Room 

Centralized 

Number     of    schools 
visited             

592 

3 

4 
5 
1 

1 

1 
3 

6 
153 
319 

21 

30 
21 
5 

17 

8 
1 
6 
1 

1 

2 
8 

6 
4 
6 

1 

2 
2 

13 

13 
3 

2£ 

10 
2 
6 
3 

1 

1 

7 

8 
6 
1 

3 

1 

4 
1 

Kind     of     equipment 
found 
Assembly  halls       .    .  . 

School  museums 

Babcock  testers 

3 

Projection  apparatus  .  . 
Manual  training  equip- 
ment   etc  ,   . 

1 

2 
4 

3 
3 

5 

Cooking   equipment, 
etc 

Microscope    
Sanitary       drinking 
fountain   
Individual  cups 

"2" 

4 

Common  drinking  cup. 
Dustproof  cabinet  for 
cups 

Dustproof  water  con- 
taine^ 

1 
1 
12 

Individual  towels   
Individual  soap     

V 

Seating 

A  study  of  the  same  schools  from  the  standpoint  of  seating  showed  that 
Nearly  one-twentieth  of  the  children  were  sitting  in  seats  obviously  too 
large 

Over  one-twenty-fifth  were  sitting  in  large  seats  with  small  low  desks 
in  front 

Over  50%  of  the  children  in  rural  schools  occupy  sittings  in  which  the 
relative  position  of  seats  and  desks  are  incorrect 

Few  schools  have  adjustable  sittings  and  many  provide  but  i  or  2. 
sizes  of  seats  for  the  children  in  all  the  grades 

No  schools  were  found  which  had  broken  loose  from  the  tradition  of 
screwed-to-the-floor  furniture,  although  such  a  departure  would 
tend  to  conserve  the  health  and  happiness  of  the  children  and  would 
throw  open  thousands  of  school  rooms  for  community  use  without 
the  great  expenditure  entailed  by  special  assembly  rooms.  Furni- 


PHYSICAL    EQUIPMENT 


159 


ture  can  be  obtained  which  will  "stay  put"  during  use.  Even  if  this 
were  not  so,  the  use  of  immovable  furniture  in  one  room  schools 
is  entirely  unnecessary,  as  with  proper  exits  and  plenty  of  windows 
there  is  absolutely  no  danger  from  fire.  The  health  of  pupils  is  the 
first  consideration  and  must  be  safeguarded  even  if  we  are  com- 
pelled to  build  nothing  but  one  story  and  two  story  fire  proof  school 
buildings.  It  is  encouraging  to  notice  that  the  new  normal  school 
at  Kent  has  installed  movable  furniture  in  the  elementary  school 

Bad  seating  reported  in  one  room  township  schools 

(in  5J2.  schools  visited) 


Seats  improperly  placed    Large  seats, small  desks    Seats  too  large  or  small 

4207  911  919 


SEATING 


Township 

Special 
District 

Village 

High 
School 

1 
One  Room)  Centralized 

! 

Number     of     schools 
visited             •  . 

592 

17 

13 

13 

22 

Kinds    of    sittings 
found 

Percents 

Adjustable  sittings..  .  . 
Non-adjustable 

3.6 
96.4 

24.0 
76.0 

47.1 
40.1 

12.8 

6.7 
93.3 

14.4 
85.6 

52.5 
36.6 

10.9 

3.9 
96.1 

.       16.6 
83.4 

54.8 
34.6 

10.6 

100.0 
24.0 
76.0 

84.8 
14.2 

1.0 

100.0 

12.2 
87.8 

66.9 
1    26.7 

6.4 

Seats   and   de.sks   sep- 
arate      

Seats    and    desks    at- 
tached             

Sittings  in  which  seats 
reach      under      the 
desks 

Sittings  in  which  seats 
reach  just  to  desks. 
Sittings  in  which  seats 
do    not    reach    to 
desks               

-i6o 


OHIO   STATE   SCHOOL    SURVEY   REPORT 
NUMBER  OF  SIZES  OF  SITTINGS  PER  ROOM 


Township 

Special  District 

One  Room 

Centralized 

Number  of  classrooms  visited.  .  . 

592 
550 

25     ]                     13 
17                         13 

Number  of  classrooms  reported  on... 

Sittings  of 

Percenl 

,s 

One  size    

2  2 

17  6 

Two  sizes   

25  3 

35  3 

38  5 

Three  or  more  sizes 

72  5 

47  1 

61  5 

SOME  UNDESIRABLE  AND  DISTINCTLY  BAD  SEATING  CONDITIONS 


Township 

Special 
District 

Village 

Total 

One  Room 

Centralized 

Number  of  sittings  re- 
ported   on  
Number   of   seats   too 
large  (feet  dangling) 

Seats  too  small 

18,285 
779 

140 
2,113 

911 

746 

14 
84 

449 
61 

2 

135 

18 

925 

14 

8 

46 

21 

20,405 
868 

164 
2,294 

963 

Double  sittings    
Seats    and    desks    not 
corresponding  in  size 

13 

o 

c 

OQ 

rr 


PHYSICAL    EQUIPMENT 


161 


CARE  OF  SEATS 


Township 

Special 
District 

Village 

One  Room 

Centralized 

Number  of  classrooms  visited... 
Number  of  classrooms   reported 
on    

592 
582 

26 

24 

13 

13 

25 
23 

Sittings 

Percents 

*Some  marked 

47.3 
65.4 
28.7 
34.5 

25.0 
25.0 
37.5 
62.5 

53.8 
61.5 
7.7 
61.5 

34.8 
30.4 
4.3 
69.6 

Some  cut 

Some  rickety  

*Percentages  do  not  add  up  to  100%  because  of  duplication  in  the  first 
3  items 

Chairs  for  visitors 

Of  the  one-room  township  classrooms  visited  70%,  had  I  ordinary  chair 
or  less,  19.3%  had  2,  chairs  and  only  10.7%  had  more  than  2  chairs 

Recitation  benches 

Of  the  one  room  township  schoolrooms  visited  12.3%  had  no  benches 
for  children  reciting.  In  such  cases  children  either  recited  at  their 
seats  or  had  to  remain  standing  during  recitations.  Over  10%  of  the 
schools  visited  had  room  for  less  than  6  children  each  on  recitation 
benches 

Decorations 

The  proper  decoration  of  a  school  building  has  much  to  do  with  its 
"atmosphere."  The  unconscious  influence  of  beautiful  surroundings 
on  taste  and  character  cannot  be  overestimated.  The  beautiful  school 
tends  to  produce  the  beautiful  home.  The  home  beautiful  goes  far 
towards  solving  the  problem  of  rural  efficiency 


11    s.  s. 


1 62 


OHIO    STATE    SCHOOL    SURVEY    REPORT 

PICTURES 


Township 

Special 

High 

Village 

District 

School 

One  Room 

Centralized 

Number      of      school- 

rooms visited       .... 

592 

26 

13 

23 

34 

Number  reported  on.  . 

564 

23 

12 

19 

22 

Number   of   pictures 

Percents 

None    

18  3 

34  8 

33  3 

15  8 

9  1 

One  to   six  

34  6 

30  4 

25  0 

31  6 

72  7 

Six  or  more.  .  .  .  

47.1 

34.8 

41.7 

52.6 

18.2 

Character  of  pictures 

In  some  schools  excellent  taste  has  been  shown  in  the  choice  of  pictures. 
In  some,  pictures  good  but  inappropriate  are  hung.  In  many  schools 
the  only  pictures  are  from  calendars,  magazines  and  daily  newspapers. 
Perry  pictures,  religious,  historical,  and  landscape  pictures  are  com- 
mon. In  general  the  pictures  in  rural  schools  are  in  extremely  cheap 
form,  poorly  selected,  and  few  in  number 

Other  decorations 

Forty-five  percent  of  the  one  room  township  schools  report  some 
decorations  other  than  pictures.  In  most  cases  the  examiners  re- 
port these  as  unkempt.  Dust  covered  evergreens,  oak  leaves,  flags, 
corn,  drawings,  curtains,  mottoes,  flowers,  paper  chains,  and  adver- 
tisements are  frequently  referred  to.  Some  of  these  decorations 
were  excellent  when  new  and  are  monuments  to  the  activity  of 
some  live  teacher.  Succeeding  teachers  have  simply  neglected  to 
either  remove  or  keep  in  good  shape  the  decorations  on  the  walls. 
There  are  enough  well  decorated  schools  of  all  kinds  in  Ohio  to 
show  what  can  be  done  in  all  schools  with  energetic  leadership  and 
loyal  popular  support 

Color  of  walls  and  ceilings 

At  least  15  colors  for  walls  and  ceilings  were  reported  from  the  field.  In 
rural  and  special  schools  a  clean  light  buff  or  light  green  was  exceed- 
ingly rare.  Many  walls  were  papered  and  some  whitewashed.  One 
school  reported  brown  paper  with  red  and  green  figures.  One  reported 
walls  newly  papered  with  extremely  attractive  paper 


PHYSICAL    EQUIPMENT 


Thermometers 

Thermome-ters  were  located  in  all  sorts  of  positions  in  the  school  room 
from  the  teacher's  desk  to  right  in  front  of  the  window.  There  was 
no  uniformity  in  the  height  of  thermometers  above  the  floor 

The  readings  of  the  thermometer,  of  course,  had  no  significance  in  the 
September  and  October  survey.  Except  in  one  case,  where  the  daily 
variation  was  14  degrees,  it  did  not  exceed  10 

Blackboards 

Centralized  and  consolidated  schools  are  much  better  supplied  with 
blackboards  both  as  to  quality  and  quantity  than  the  one  room  town- 
ship schools 

Slate  blackboards  are  fast  replacing  wood  and  plaster  boards 

Most  schools,  even  modern  ones  in  many  cases,  neglect  the  needs  of 
the  smaller  children  in  the  placing  of  blackboards.  Of  one  room 
township  schools,  452  or  78.1%  of  the  total  number  surveyed  had 
no  blackboards  the  lower. edges  of  which  were  not  over  30  inches 
from  the  floor.  This  entails  either  the  non-use  of  the  boards  by 
the  smaller  children  or  their  use  under  unnecessary  difficulties 


KIND  OF  BLACKBOARDS 


Township 

Special 
District 

Village 

One  Room 

Centralized 

Number  of  classrooms  visited... 
Number  reported  on 

592 
591 

26 
26 

13 

12 

25 
23 

- 

Composition  of  blackboards 

Percents 

Wood                                                              16  9 

33  3 

24  8 

Plaster                                                           13  4 

7  7 

8  3 

Composition                                                      9  3 

15  4 

8  3 

Slate               |         67.1 

92  3 

50.0 

78  2 

Various     .                         .          

8.3 

I 

*These  percentages  do  not  add  up  to  100%  because  of  the  duplications 
—  usually  slate  combined  with  some  other 


164 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


AREA  OF  BLACKBOARDS 


Township 

Special 
District 

Village 

One  Room 

Centralized 

Number  of  classrooms  visited  .  .  . 
Number  of  classrooms  reported 

592 
535 

26 
22 

3 
13 

25 
21 

Area  in  square  feet 

Percents 

Less  than  twenty-five 

.7 
4.7 
49.5 
45.1 

Twenty-five  to  fifty 

7.7 
15.4 
76.9 

Fifty  to  one  hundred 

8.3 
91.7 

9.5 
90.5 

One  hundred  or  over  

Chalk  and  erasers 

Of  259  one  room  township  schoolrooms  visited  and  reported  on  45.2% 
used  some  form  of  dustless  crayon.  Twenty-three  per  cent  of  the 
erasers  were  felt,  76%  felt  and  wood.  One  per  cent  used  cloth,  wool 
and  other  forms  of  erasers.  In  general,  little  attention  is  given  in 
rural,  special  district  and  village  schools  to  the  chalk  dust  nuisance 

Teachers'  desks 

Sixteen  of  the  one  room  township  schools  visited  had  no  teacher's  desk 

Sand  tables 

Of  the  one  room  township  school  rooms  visited,  2.1%  had  sand  tables; 
of  the  special  district  schools  15.4%  and  of  the  village  schools 


Slates 

Of  592  schools  visited  538  reported  on  this  item.  All  the  children  used 
slates  in  86  schools,  some  of  the  children,  in  332  schools,  and  no  chil- 
dren used  slates  in  120  schools.  Children  were  observed  in  many 
cases  using  nature's  method  of  cleaning  —  saliva  and  the  hands 

Individual  pencils 

In  only  7.6%  of  one  room  rural  schools  visited  were  lead  pencils  used 
indiscriminately  by  pupils.  In  the  others  each  child  possessed  his 
individual  pencil 


PHYSICAL    EQUIPMENT 


Maps 

This  table  should  be  considered  in  connection  with  the  discussion  of  the 
teaching  of  geography,  pp.  146  and  147  and  with  paragraph  13  under 
"Interior  Views/'  p.  108 


NUMBER  OF  MAPS 


Township 

Special 
District 

Village 

One  Room 

Centralized 

Number  of  classrooms  visited... 
Number  reported  on 

592 
537 

26 
10 

13 
8 

25 
8 

Amount  of  maps 

Percents 

25.7 
25.7 
48.6 

10.0 

60.0 
30.0 

One   to   three  ....           

63.5 
37.5 

12.5 
87.5 

Three  or  over 

KIND  OF  MAPS 


Township 

Special 
District 

Village 

One  Room 

Centralized 

Number  of  schools  visited 

592 

17 

13 

13 

1 
Kind  of  maps                                                     Numbers 

I 

United 
Ohio    .  . 

States    

398 
259 
262 
138 

12 
11 
14 
1 

12 
4 
5 

7 
3 
5 

Globe    . 

None  at 

all 

Books 

Age  of  text-books 

In  the  September  and  October  field  work  a  record  was  made  where 
possible,  of  the  age  of  text-books  in  use  in  the  schools.  The  figures 
on  the  whole  do  not  indicate  any  undue  rapidity  in  the  change 
of  text-books.  In  reading,  language  and  geography  particularly, 


i66 


OHIO   STATE   SCHOOL   SURVEY   REPORT 


efficiency  would  be  promoted  by  changes  of  text-books  where  edi- 
tions used  are  from  14  to  34  years  old.  Some  cases  have  been 
brought  to  the  attention  of  the  commission  where  wholesale  changes 
have  been  made  and  unmade  within  the  space  of  a  few  weeks. 
The  field  survey  has  not  discovered  such  cases,  but  they  could  be 
made  impossible  if  the  law  allowing  the  change  of  text-books  on  a 
four-fifths  vote  before  the  five  year  period  of  adoption  is  up,  were  re- 
pealed. The  state  Superintendent  of  Public  Instruction  might  be 
authorized  to  allow  such  changes  on  petition  from  boards  of  educa- 

tl0n  DATES  OF  EDITIONS  OF  TEXT-BOOKS 


Subjects 

Before 
1880 

1880- 
1890 

1890- 
1900 

1900- 
1910 

1910- 
1913 

Total 

Res/ding                    

2 

1 

32 

85 

5 

125 

TjcLngua.se                      

2 

9 

26 

82 

9 

128 

Primary  arithmetic             ....       ... 

10 

1 

5 

107 

11 

134 

Advanced  arithmetic         

8 

1 

6 

112 

5 

132 

Q-gography              

21 

109 

7 

137 

Civics                         .- 

1 

2 

3 

Physiology                             

5 

47 

44 

39 

135 

Total          

22 

17 

138 

541 

76 

794 

Supplementary  readers 

This  table  indicates  that  probably  79%  of  the  one  room  township  schools 
in  Ohio  provide  no  supplementary  readers  for  the  use  of  teachers  and 
pupils.  Under  such  a  condition  the  aridity  and  mechanical  nature  of 
the  teaching  of  reading,  history  and  geography  observed  in  many  dis- 
tricts, is  hardly  to  be  wondered  at 


Township 

Special 
District 

Village 

One  Room 

Centralized 

Number  of  classrooms  visited  .  .  . 
Number   of  classrooms   reported 
on      

592 
428 

26 
13 

13 
5 

25 
17 

Number  of  sets  of  supplementary 
readers 

Percents 

None 

79.2 
18.7 
2.1 

339 

23.1 
53.8 
23.1 

13 

20.0 
80.0 

17.7 
52.9 
29.4 

17 

One  to  four  

Four  or  more  

Actual   number   having   no   sup- 
plementary readers   

5 

PHYSICAL    EQUIPMENT 


i67 


Teacher's  desk  books 

In  79.4%  of  one  room  township  schools  and  76.5%  of  all  others  in- 
cluding high  schools  visited  in  October  the  teacher  supplied  desk 
books  out  of  her  own  pocket.  It  is  not  just  to  the  teacher  getting 
$40  per  month  to  require  her  to  purchase  the  necessary  desk  books, 
especially  as  books  change  from  district  to  district.  It  is  not  good 
business  to  leave  it  to  the  teacher  as  in  many  cases  no  one  buys  the 
desk  books  and  as  a  result  the  teacher  comes  to  school  poorly  pre- 
pared and  time  is  lost  in  borrowing  books  from  pupils 


Township 

Special 

High 

Village 

District 

School 

One  Room 

Centralized 

Number     of    schools 

visited    

592 

26 

13 

25 

34 

Number  of  classrooms 

reported  on    

465 

25 

11 

22 

31 

Teacher's  desk  books 

Percents 

Well   supplied    

52.0 

92.0 

45.5 

72.7 

80.6 

Poorly  supplied 

48.0 

8.0 

54.5 

27.3 

19.4 

Libraries 

About  25%  of  the  books  in  libraries  of  one  room  township  schools  had 
been  added  within  a  year.  This  indicates  rapid  improvement 

Over  25%  of  the  township  schools  visited  had  no  libraries.  One  school 
visited  had  had  a  library  but  the  board  of  education  discontinued  it 
because  "the  children  were  reading  the  books  too  much,  and  the  board 
feared  that  the  regular  school  work  would  suffer" 

One  hundred  and  eighty  schools  or  25%  of  635  surveyed  had  no  dic- 
tionaries. These  included  centralized,  village,  elementary,  and  high 
schools 


Only  2  traveling  libraries  were  found  in  the  592  one  room  township 
schools  visited 


i68 


OHIO   STATE   SCHOOL   SURVEY   REPORT 


CARE   OF  BOOKS  AND  DISTRIBUTION  ACCORDING  TO    SUBJECT   MAT- 
TER, IN  ONE  ROOM  TOWNSHIP  SCHOOLS 


Condition  of  Books 

New 

Good 

Fair 

Poor 

Total 

Number  of  books       

2,689 

5,893 

2,142 

581 

11,305 

Kind  of  books 

Percents 

Fiction   ... 

48.6 
17.2 
8.3 
4.4 
5.6 
1.9 
3.4 
10.4 
100. 

45.2 
18.0 
8.3 
4.6 
7.1 
1.1 
7.9 
7.8 
100. 

31.9 
23.9 
11.7 
7.8 
6.1 
4.2 
5.2 
9.1 
100. 

39.9 
22.7 
2.9 
3.3 
2.8 
10.3 
9.6 
8.4 
100. 

43.2 
19.2 
8.7 
5.1 
6.3 
2.3 
6.4 
8.7 
100. 

History   

Bioloev   . 

Poetry    

Science   

Dictionaries     

Encyclopedia    

Miscellaneous    

Total  » 

LACK  OF  LIBRARY  FACILITIES 


Township 

Special 
District 

Village 

High 
School 

One  Room 

Centralized 

Number  of  schools... 
No  library  

592 
166 

97 

153 
186 
242 
259 
263 
155 
237 

17 

13 
6 

3 
1 

13 

22 

No  library  except  dic- 
tionary   

Some    books    but    no 
Fiction   

History    .'  

1 

Biography    

1 
1 
2 
3 
3 

Poetry    

1 
3 
5 
5 

Science    

Dictionaries 

6 

6 

6 

6 

Encyclopedia    

Libraries  in  Township  Schools 


. 

i  No  library  •  No  library  except  dictionary  D  Library  beside  dictionary 


PHYSICAL    EQUIPMENT 


169 


Constructive  suggestions 

That  every  child  in  Ohio  may  be  provided  with  a  place  to  sit  which 
will  not  militate  against  his  proper  physical  growth  in  a  school 
with  all  essential  educational  and  sanitary  equipment  it  is  recom- 
mended that  the  state  Superintendent  of  Public  Instruction 

1  Be  authorized  and  required  to  issue  instructions  to  boards  of 
education  regarding  the  proper  seating,  equipment  and  sanitation 
of  school  buildings    (See  also  chapter  XXII) 

2  Be  authorized  and  required  tQ  hold  up  the  payment  of  any  special 
state  subvention  to  any  board  of  education  which  fails  to  comply 
with  these  minimum  requirements 

3  Be  authorized  though  not  required  to  hold  up  any  payment  of 
the  public  school  fund  to  any  board  of  education  which  fails  to 
comply  with  these  requirements,  until  such  time  as  the  necessary 
changes  are  made 


Where  Individual  Drinking- 
Cups  are  kept  in  153  schoo 


15.3%    in  t 
Dust-proof  cabinets 


IX    THE  PHYSICAL  PLANT 


Grounds 

The  great  majority  of  the  rural  schools  had  a  sufficient  number  of  square 
feet  of  play  area  on  a  city  basis,  owing  to  the  small  number  of  children 
in  the  average  school 

Less  than  25%  of  one  room  township  schools  inspected  had  school 
lots  of  an  acre  or  over 

Only  40  or  one-sixth  of  the  240  rurals  schools  for  which  an  estimate 
was  made  have  as  much  as  an  acre  usable  for  play  purposes 

Of  these  schools,  56%  had  less  than  half  an  acre  available  for  organized 
play 

Practically  68%  of  the  school  grounds  connected  with  the  one  room 
township  schools  were  in  poor  condition  as  to  ornamentation.  In  all 
other  schools,  even  village  schools,  unimproved  and  even  unkempt 
school  grounds  are  exceedingly  common 

In  most  cases  additional  ground  could  be  obtained  for  play  purposes. 
In  some  cases  children  were  given  the  use  of  adjoining  fields 

In  i  case  a  neighboring  farmer,  on  the  strength  of  the  terms  of  the  deed, 
fenced  in  all  the  school  ground  except  a  small  triangle,  during  a  tem- 
porary closing  of  the  school.  This  is  typical  of  the  common  disregard 
in  many  rural  districts  for  the  importance  of  education  through  plays 
and  games 


(170) 


THE    PHYSICAL   PLANT 


171 


AREA  OF  SCHOOL  GROUNDS 


Township 

Special 
District 

'Village 

High 
School 

One  Room 

Centralized 

Number     of    schools 
visited 

592 
576 

17 
15 

13 
13 

13 
13 

22 
21 

Number    of    schools 
reported  on    

Area  in  square  feet 

Percents 

Less  than  5000. 

1.7 
5.7 

24.7 
46.5 
21.4 

123 

5000  to  10  000 

10  000  to  20  000 

30.8 
53.8 
15.4 

2 

7.7 

7.7 
84.6 

11 

20,000  to  44,000  

26.7 
73.3 

11 

9.5 
90.5 

4 

19 

44,000  or  over   

Actual   number   with 
one  acre  or  over.  .  .  . 

SCHOOL  GROUNDS 


Total  area  of 
Scho  ol  Grounds 


OneRoom 
Township 
Schools 


Area,  available 
for  organized  play 


Ornamentation  of 
School  Grounds 


Centralized*: 
Consolidated 
Schools 


Proportion  having 
•  1  ess  than  1  acre 
Dl  acre  and  more 


Proportion  having 
•less  than  /£  acre 
D/i  acre  and  more 


Proportion  reported 
•  Poor  IFair 
DGood 


172 


OHIO   STATE   SCHOOL   SURVEY   REPORT 


ORNAMENTATION  OP  SCHOOL  GROUNDS 


Township 

Special 
•District 

'Village 

High 
School 

One  Room 

Centralized 

Number    of    schools 
visited 

592 
545 

17 
15 

13 
12 

13 
12 

22 
14 

Number    of    schools 
reported  on   

Ornamentation 

Percents 

Good   

9.9 
22.2 
67.9 

20.0 
33.3 
46.7 

16.7 
25.0 
58.3 

50.0 
16.7 
33.3 

28.6 
35.7 
35.7 

Fair   

Poor    

AREA  OF  SCHOOL  GARDENS 


Nnmber 

Number 

Area 

in  Square 

Feet 

of  Schools 
Visited 

Reporting 
Gardens 

1-500 

500-2000 

2000  or 
Over 

One  room  township 
schools 

592 

44 

34 

6 

4 

(The  gardens  in  many  cases  consisted  simply  of  a  few  flower  beds) 


Only  16.7%  of  the  rural  school  sites  inspected  were  rated  as  poor  as 
to  natural  beauty  of  site  and  41.3%  were  rated  as  good 

Almost  49%.  of  the  school  grounds  were  of  clay.  Most  of  the  school 
grounds  had  at  least  fair  natural  drainage.  In  only  18.3%  of  the 
cases  surveyed  in  October,  were  better  sites  in  the  vicinity  readily 
available  (Question  asked  in  October  only) 


THE    PHYSICAL    PLANT 


173 


AREA  AVAILABLE  FOR  ORGANIZED  PLAYS  AND  GAMES,  SUCH  AS  BASE- 
BALL (REPORTS  ONLY  FROM  SCHOOLS  VISITED  IN  SEPTEMBER 
AND  OCTOBER) 


Township 

Special 
•District 

Village 

High 
School 

One  Room 

Centralized 

Number     of    schools 
visited 

592 
240 

17 
11 

13 
6 

13 
13 

22 
20 

Number    of    schools 
reported  on  

Available  play  area  in 
square  feet 

Percents 

0-5000    

16.7 
11.3 
28.5 
26.7 
16.7 

40 

7.7 
15.4 

5000-10,000    

16.7 

5.0 
10.0 
15.0 
70.0 

14 

10,000-20,000    

9.1 
18.2 

72.7 

8 

20,000-44,000    

33.3 
50.0 

3 

38.5 
38.5 

5 

44  000  or  over  

Actual  number  with  1 
acre  or  over.  .  . 

(An  acre  =  43,560  square  feet) 

Play  apparatus 

Only  31  of  all  the  elementary  schools  visited  had  any  play  apparatus. 
Twenty-four  of  these  schools  were  one  room  rural  schools.  Where 
found,  the  apparatus  was  rather  meager  such  as  a  baseball  in  i  school, 
horseshoes  and  a  rope  in  another,  ninepins  made  from  corncobs  in  an- 
other, and  a  ball  and  a  bat  in  another 

Only  26  cases  of  home-made  apparatus  were  reported,  although  the 
country  offers  a  large  opportunity  in  this  line — an  opportunity  which 
affords  wonderful  educational  advantages 

In  i  second  grade  high  school  visited,  the  boys  had  constructed  parallel 
bars  and  an  apparatus  for  trapeze  and  rings 

If  the  rural  school  is  to  recover  its  hold  on  the  older  boys  and  girls,  it 
must  not  only  have  a  larger  average  enrollment  but  the  school 
must  be  made  the  play  center  of  the  community,  not  only  for  the 
boys  and  girls,  but  for  the  youths  and  maidens,  the  fathers  and  the 
mothers.  Is  it  not  possible  for  a  very  large  proportion  of  rural 


1/4  OHIO    STATE    SCHOOL    SURVEY    REPORT 

schools  to  maintain  baseball  diamonds  for  use  not  only  at  recess 
and  before  and  after  school,  but  on  Saturday  afternoons  when  the 
non-school-going  population  might  have  its  chance? 

Buildings 

Age  of  buildings 

Of  the  one  room  township  schools  visited  73.5%  were  at  least  20 
years  old.  Many  were  of  unknown  age.  Some  were  over  three- 
quarters  of  a  century  old 

Cloakrooms 

Only  28.3%  of  the  one  room  township  and  46.1%  of  the  special  district 
schools  reported  on  had  any  form  of  .cloakrooms,  and  only  17.3%  of 
the  one  room  township  and  38.4%  of  the  special  district  schools  had 
separate  cloakrooms  for  the  sexes.  In  13  schools  clothing  was  piled 
on  desks,  seats  or  window  sills 

Closets  for  apparatus 

One  hundred  eight  of  the  657  schools  visited  in  all  sorts  of  districts  had 
no  closets  for  storing  apparatus.  Such  closets  are  extremely  rare  in 
rural  schools.  Where  found  the  closets  are  usually  small  and  not 
adapted  to  their  purpose 

Repair  of  buildings 

Forty-seven  per  cent  of  the  one  room  township  schools  and  38.5%  of  the 
special  district  schools  reported  on  are  badly  in  need  of  repair 

Among  common  repairs  needed  are  new  roofs,  plastering,  new  privies, 
doors  in  privies,  new  window-shades,  new  door  steps,  new  black- 
boards, new  doors,  new  floors,  replacing  of  window-glass,  etc.  Some 
schools  were  reported  as  "beyond  repair."  The  disastrous  moral 
effect  on  the  communities  of  neglected  public  property  is  obvious. 
Opposite  pp.  176  and  177  are  cuts  of  actual  conditions  found  during 
the  survey 


THE    PHYSICAL    PLANT 


175 


STATE  OF  REPAIR  OF  BUILDINGS 


Township 

Special 
District 

Village 

High 
School 

One  Room 

Centralized 

Number     of    schools 
visited 

592 
562 

17 
15 

13 
13 

13 
13 

22 
19 

Number    of    schools 
reported  on    

Buildings 

Percents 

In   good   repair  .  .  . 

47.3 
52.7 

86.7 
13.3 

61.5 
38.5 

100. 

89.5 
10.5 

Bad  repair 

Entries 

Out  of  the  578  township  arid  special  district  schools  reported  on  38.8% 
had  no  entry  ways,  and  37.1%  had  entries  of  less  than  30  square  feet 
in  area.  Schools  with  entries  larger  than  this  were  almost  always  in 
villages  or  centralized  districts 

Lighting  of  buildings 

Experience  in  many  cities  has  shown  that  poor  lighting  of  school 
buildings  not  only  seriously  affects  the  character  and  amount  of 
school  work  which  can  be  done  in  a  day,  but  often  leads  to  the 
permanent  injury  of  the  vision  of  school  children.  On  the  other 
hand  experience  has  shown  that  poor  lighting  is  one  of  the  most 
easily  corrected  of  evils  even  in  old  buildings,  and  that  correction 
is  almost  immediately  followed  by  improvement  which  can  be 
readily  measured.  In  an  eastern  city  the  annual  sight  test  revealed 
the  fact  that  i  building  showed  a  consistent  percentage  of  poor  eye- 
sight from  year  to  year  of  25%  while  in  other  buildings  the  per- 
centage ranged  from  8  to  12%.  The  increase  in  the  amount  of  light- 
ing by  50%,  brought  about  by  the  insertion  of  2  additional  win- 
dows in  each  room,  in  2  years  reduced  the  percentage  of  poor 
vision  to  the  level  of  other  schools.  The  drop  the  first  year  was 
of  course  due  largely  to  the  improved  condition  under  which  the 
tests  were  held.  The  drop  the  second  year  was  mainly  due  to 
actual  improvement  in  the  vision  of  the  children  in  the  school.  In 
none  of  these  schools  were  the  lighting  conditions  ideal.  It  is  not 


176  OHIO   STATE   SCHOOL   SURVEY   REPORT 

necessary  in  order  to  improve  conditions  to  meet  all  requirements 
of  the  most  advanced  practice.  Much  can  be  done  at  small  expense 
by  the  insertion  of  more  windows  in  old  buildings 

The  field  study  as  well  as  returns  from  teachers'  institutes  indicate 

that 

Lighting  from  i  side  only  was  found  rarely  except  in  centralized 
schools  and  high  schools 

Of  the  one  room  township  schools  about  60%  are  lighted  from  2 
opposite  sides,  compelling  all  the  children  to  sit  for  6  hours  a 
day  in  cross  lights  and  half  the  children  to  write  with  the  chief 
light  coming  over  the  right  shoulder 

According  to  the  field  survey  27%,  and  according  to  the  teachers' 
institute  returns  26.8%,  of  one  room  rural  school  buildings  are 
lighted  from  3  sides  while  some  schools  are  lighted  from  4  sides 

In  26%  of  the  rural  schools  visited,  the  children,  and  in  41%,  teachers, 
were  compelled  to  face  directly  either  the  major  or  minor  light 

Although  the  minimum  essentials  of  good  lighting  demand  that 
the  window  area  shall  be  at  least  one-fifth  of  the  floor  area,  in 
about  46%  of  the  one  room  township  and  special  district  schools 
visited  the  window  space  was  only  one-eighth  of  the  floor  space 
or  less  —  in  many  cases,  very  much  less.  Centralized  and  village 
elementary  schools  were  considerably  in  advance  of  all  others 
in  this  respect 

In  many  cases  the  bad  effects  of  such  poor  lighting  conditions  upon 
the  eyes  of  children  and  teachers  alike  are  lasting 

The  number  of  schools  among  those  actually  surveyed,  which  met  the 
following  requirements  of  good  lighting  was  negligible: 
All  lights  or  at  least  the  major  light  coming  from  i  side 
Window  space  one-fifth  of  floor  area 
Side  blackboards  not  over  25  feet  from  the  windows 
Windows  supplied  either  with  both  opaque  and  translucent  shades  or 

with  apparatus  to  lower  the  roller  from  the  top 
Walls  tinted  light  buff  or  green 

Distance  from  top  of  windows  to  ceilings 

A  great  part  of  the  most  valuable  light  is  lost  through  the  common 
practice  of  dropping  the  window  tops  a  foot  or  more  below  the 
ceilings.  In  91.7%  of  the  one  room  township  schools  reported  on, 
the  distance  from  the  top  of  the  windows  to  the  ceiling  was  i  foot 
or  over 


Flood  not  to  blame  for  this 


Yard  in  disorder,  building  in  poor  repair 


f  176 


THE   PHYSICAL   PLANT 


177 


Width  of  piers  between  windows 

Many  children  are  subject  to  unnecessary  eye  strain  by  being  required 
to  work  in  half  shadow,  through  the  common  practice  of  leaving 
wide  piers  between  windows.  In  944%  of  the  one  room  township 
schools  visited  the  piers  between  the  windows  were  3  feet  or  over 
in  width 

How  carefully  the  provisions  for  lighting  new  buildings  need  to  be 
watched  is  indicated  by  the  recent  experience  of  i  of  the  state 
normal  colleges  in  building  a  model  rural  school.  The  original 
plans  provided  for  proper  lighting,  but  during  the  summer  the 
plans  were  changed.  The  result  is  i  room  with  4  windows  at  the 
left  and  3  in  the  rear,  and  2  rooms  with  3  windows  at  the  right  and 
3  in  the  rear 


LIGHTING  IN  SCHOOLS  SURVEYED 


Township 

Special 
•District 

Village 

High 
School 

One  Room 

Centralized 

Number  of  classrooms 
visited           

592 

545 

26 
22 

13 

12 

25 
25 

34 
30 

Number  of  classrooms 
reported   on  

Lighting  from 

Percents 

Onp   «sidp   onlv 

4.4 
7.3 
59.4 
27.0 
1.8 

22.7 
54.5 
13.6 
9.1 

8.0 
4.0 
44.0 
44.0 

20.0 
16.7 

Two  adjacent  sides  .  .  . 
Two  opposite  sides... 

50.0 
8.3 
25.0 
16.7 

"Foil  I*  cjldpfl 

12    s.  s. 


178 


OHIO   STATE   SCHOOL   SURVEY   REPORT 


BAD  LIGHTING 


Township 

Special 
•District 

Village 

High 
School 

One  Room 

Centralized 

No.  of  classrooms  vis- 
ited                   

592 

7 
19 
417 
41 

26 

13 

25 

34 

Children  facing  major 
light 

Children  facing  minor 
light 

3 
8 
1 

1 
2 
11 

Children  directly  be- 
tween 2  major  lights 
Teacher  facing  major 
light           

2 

4 

4 

7 

RELATION  OF  WINDOW  SPACE  TO  FLOOR  SPACE 


Township 

.   Special 
•District 

Village 

High 
School 

One  Room 

Centralized 

Number  of  classrooms 
visited    

592 
544 

26 
22 

13 
13 

25 
23 

34 
23 

Number  of  classrooms 
reported  on    

Window  space 

Percents 

One-fifth  of  floor  space 
One-fifth  to  one-eighth 
of  floor  space  ...... 

8.6 
45.6 
45.8 

30.0 
35.0 
35.0 

23.1 
30.8 
46.1 

21.7 
43.5 
34.8 

43.5 
26.1 
30.4 

One-eighth     of     floor 
space  or  less 

THE    PHYSICAL    PLANT 


179 


Ratio  of  window  space  to  floor  space 


One  Room  Township         Centralized  &  Consolidated 
Ratio  less  than  1:  &  [  bad  1      @  B  et ween  ratios  1  :&  and  1: 5  Ipoerl 
D  Ratio  1:5  and  over  [permissible] 


LIGHTING   IN   SCHOOLROOMS   REPORTED  ON   BY  TEACHERS  WHO 
ATTENDED  TEACHERS'  INSTITUTES  IN  1913 


Township 

Special 
District 

Village,  Small  City 
and 
High  School 

One  Room 

Centralized 

Number  of  classrooms 
reported  on         .  .  . 

3499 

234 

251 

3099 

Lighting  from 

Percents 

One  side   

2.9 

62.6 
26.8 
7.5 

11.5 

* 
* 

* 

5.2 

* 
* 
* 

55.5 

* 
* 
* 

Two  sides  (usually  op- 
posite) 

Three  sides   

Four  sides  

*Data  not  reliable  because  in  answering,  teachers   confused   room   with 
building 

Heating  of  buildings 

Only  54  of  the  township  schools  and  3  of  the  special  district  schools 
visited  had  jacketed  stoves.  When  properly  constructed  these  stoves 
give,  at  the  same  time,  excellent  heating  and  ventilating  facilities.  Out 
of  10  schools  in  i  county  visited  by  the  director  of  survey,  2  had 
jacketed  stoves,  neither  of  which  had  either  fresh  air  inlet  nor  foul 


i8o 


OHIO   STATE   SCHOOL   SURVEY   REPORT 


air  outlet;  Jacketed  stove  apparatus  has  been  dismantled  in  some 
cases  because  no  one  knew  how  it  should  be  operated.  Sufficient  and 
efficient  inspection  and  supervision  would  make  such  conditions  im- 
possible 

HEATING  OP  BUILDINGS   SURVEYED 


Township 

Special 
•District 

Village 

High 
School 

One  Room 

Centralized 

Number    of    schools 
visited 

592 

587 

17 
10 

13 
12 

13 

12 

22 
20 

Number    of    schools 
reported  on   

Heated  by 

Percents 

Ordinary  stove 

86.2 
9.2 
4.6 

10.0 
20.0 
70.0 

75.0 
25.0 

33.3 

25.0 

Jacketed  stove    

Furnace 

66.7 

75.0 

HEATING  OF  7125  SCHOOLROOMS  REPORTED  ON  BY  TEACHERS  WHO 
ATTENDED  TEACHERS'  INSTITUTES  IN  1913 


Township 

Special 
District 

Village,  Small  City 
and 
High  School 

One  Room 

Centralized 

Number  of  schools  re- 
ported on   .  . 

3503 

232 

253 

3137 

Heated  by 

Percents 

Ordinary  stove    

82.6 
7.3 
10.0 

34.9 
11.6 
53.4 

43.1 
8.7 

48.2 

18.7 
5.5 

75.8 

Jacketed  stove  

Furnace   

The  difficulty  of  properly  heating  one  room  rural  schools  is  greatly 
increased  in  many  cases  by  foundations  which  are  not  tight.  In 
181  out  of  580  one-room  township  and  special  district  schools  re- 
ported on  (29%),  there  were  no  foundations  or  the  foundations 
were  in  poor  condition 


THE   PHYSICAL   PLANT 


181 


HEATING  APPARATUS  IN  OHIO  SCHOOLS 

Reportedly  7125  Teachers  at  Teachers7nstitutesJ915 


One, 

Room 

Township. 


Centralized 

and 

Consolidated. 


ff f ffff f 


Special 
District. 


Village, 
City  and 
High. 


^^^  ^^%  ^^A  ^^^ 


Ordinary  Stove 


5tove,  Furnace   or  Ste-a-m 


Ventilation  of  buildings 

In  over  90%  of  the  one  room  schools  surveyed,  the  only  ventilation  was 
by  the  windows.  Window  ventilation  in  connection  with  jacketed 
stove  ventilation  is  thoroughly  efficient.  If  all  rural  schools  had  win- 
dow boards  to  prevent  drafts  from  blowing  directly  upon  the  children, 
even  without  the  jacketed  stove,  ventilation  could  be  made  much  more 
satisfactory  than  is  the  case  at  present  in  the  average  school, — more 
satisfactory  in  fact,  than  in  many  city  buildings  with  expensive  heating 
and  ventilating  plants.  The  simplicity  of  jacketed  stove  ventilation, 
aided  by  window  ventilation,  makes  it  easy  for  teachers  and  pupils 
to  become  expert  in  its  management.  This  is  a  great  advantage  in  one 
room  rural  schools  which  cannot  have  full  time  janitors.  For  educa- 
tional purposes  this  sort  of  ventilation  is  particularly  valuable  as  the 
conditions  more  nearly  approximate  those  of  house  ventilation,  and 
as  the  whole  apparatus  is  in  full  view  of  the  school  and  lends  itself 
easily  to  demonstrations  before  the  class 

Centralized  schools  are  much  better  provided  with  ventilating  apparatus 
than  are  other  rural  schools.  Of  those  visited  31%  had  force  fans 
and  37%  had  some  form  of  gravity  ventilation 

In  many  schools  the  lacjc  of  proper  ventilation  is  aggravated  by  low 
ceilings.  Of  the  one  room  township  schools  surveyed,  55.2%  had  ceil- 
ings less  than  12  feet  high 


182 


OHIO   STATE   SCHOOL   SURVEY   REPORT 


Humidifying  apparatus 

Of  592  one  room  township  schools  visited  41  used  pans  of  water  to 
moisten  the  air.  Eighty-one  had  humidifying  attachments  on  fur- 
naces or  jacketed  stoves.  The  rest  had  no  way  of  supplying  moist- 
ure to  the  air 


VENTILATION  IN  THE  SCHOOLS  SURVEYED 


Township 

Special 

Village 

District 

One  Room 

Centralized 

Number  of  schools  visited  

592 

17 

13 

13 

Number  of  schools  reported  on  .  . 

419 

16 

12 

12 

Ventilated   by 

Percents 

Window     

91.4 
8.6 

31.3 
37.5 
31.2 

5 

100. 

50.0 
33.3 
16.7 

6 

Some  gravity  system 

Actual     number     ventilated     by 
window    

383 

12 

HEIGHT  OF  CEILINGS 


- 

Township 

Special 
•District 

Village 

High 
School 

One  Room 

Centralized 

Number  of  classrooms 
visited    ... 

592 
433 

26 
20 

13 
12 

25 
21 

34 
29 

Number  of  classrooms 
reported  on 

Ceilings                                                        Percents 

Ten  feet  high  or  less. 
Ten  to  twelve  feet  high 
Twelve  feet  and  over. 

9.2 
46.0 
44.8 

8.3 
16.7 

75.0 

17.2 
17.2 
65.5 

25.0 

75.0 

33.3 

66.7 

THE   PHYSICAL   PLANT  183 

Toilets 
Earth  closets 

99.6%  of  the  one  room  township,  64.6%  of  the  centralized  township, 
100%  of  the  special  district,  46.1%  of  the  village  schools,  and  52.4% 
of  the  high  schools  visited  had  earth  closets  only.  Thirty-seven 
cases  were  found  in  all  sorts  of  schools  where  the  boys'  and  girls' 
privies  were  less  than  10  feet  apart.  In  81.7%  of  all  sorts  of  schools 
visited  they  are  30  feet  apart.  In  9  of  the  one  room  township 
schools,  the  2  privies  were  under  the  same  roof.  At  least  13  one 
room  township  schools  out  01^592  had  only  I  privy  for  both  sexes 

Three  schools  visited  had  no  privies.  In  addition  2  were  reported 
without  privies,  by  teachers  at  teachers'  institutes.  One  of  these 
never  had  had.  Such  a  condition  is  dangerous  to  health.  Privies 
were  reported  clean  in  194,  and  unclean  in  356  one  room  township 
schools.  In  many  schools  the  girls'  privies  are  reported  as  clean 
while  the  boys'  are  reported  as  unclean.  Urine  is  permitted  to 
soak  into  the  ground  in  96.4%  of  the  cases  in  one  room  township 
schools  visited,  92.3%  in  the  special  district  schools,  in  64.3%  of 
the  centralized  and  consolidated  schools,  and  50%  in  the  village 
schools  and  in  57.9%  in  the  high  schools.  The  condition  of  a 
large  number  of  privies  is  filthy  and  tumbledown  beyond  de- 
scription 

Of  2,423  one  room  township  schools  reported  on  by  teachers  who 
attended  teachers'  institutes  in  1913,  21.9%  of  the  toilets  were 
screened  in  some  way 

Of  the  one  room  township  schools  visited  12  privies  were  less  than  10 
feet  from  the  school  building 

Of  the  one  room  township  schools  visited,  86.6%  had  no  privy  screens 
and  of  the  69  privy  screens  reported  on  for  condition,  18  were  in 
good  condition,  27  in  fair  condition  and  24  in  poor  condition 

Of  279  schools  inspected  in  October,  96%  had  no  water-tight  or 
fly-tight  receptacle  for  excreta.  Flies  were  found  in  large  numbers 
in  108  toilets  and  school  buildings.  The  bearing  of  this  condition 
on  the  transmission  of  disease  is  evident.  No  schools  were  found 
whose  doors  and  windows  were  screened 

Privies  were  defaced  by  cutting  in  214  schools  out  of  277  inspected 
in  October.  In  156  of  these  cases  the  markings  and  cuttings  were 
obscene 


184  OHIO  STATE  SCHOOL  SURVEY  REPORT 

Below  are  some  field  notes: 

"Boys'  privy  without  roof.    No  floor.    Doors  open  with  difficulty" 
"A  wind  storm  blew  the  privies  down  2  weeks  ago.     Sub-director 

removed  broken  structure.     Boys  make  use  of  trees  and  bushes 

some  distance  from  school  as  closets" 
"One  privy  and  it  is  turned  over" 
"Boys'  privy  not  usable  and  unspeakable" 
"No  privies  for  either  boys  or  girls.     The  girls  use  a  neighbor's 

across  the  street  and  have  for  4  years.     The  owner  complained 

to  the  examiner  that  the  board  would  not  build  privies  saying 

that  the  children  did  not  need  them" 
"Boys'  privy  has  no  floor" 
"Privies  are  unspeakably  filthy.    The  pupils  going  into  them  cannot 

avoid  stepping  into  .the  filth  and  the  odor  from  these  children  is 

noticeable  in  the  room" 

Water  closets 

One  single-room  township  school,  7  out  of  17  centralized  schools  and 
none  of  the  special  district  schools  had  water  closets 

The  care  of  the  physical  plant 

General  statement 

Of  657  teachers  whose  classrooms  were  visited,  357  did  the  janitor 
work  and  353  of  these  were  in  one  room  township  schools.  Eight 
of  these,  contrary  to  law,  received  no  pay  for  their  services.  Over 
40%  received  less  than  $2  per  month 

Sixty-one  percent  of  the  one  room  township  schools  reported  on  were 
dusted  daily.  Nine  percent  were  dusted  once  a  week  or  less 

About  10%  of  the  schools  used  the  deadly  feather  duster.  Over  25% 
used  damp  cloths  for  dusting 

Sixty-five  percent  of  the  privies  connected  with  the  one  room  rural 
schools  visited  were  dirty 

CLEANLINESS  IN  OUTBUILDINGS 

(550  One  Room  Township  Schools  Reported  on) 


Dirty  65  %  aClea.n    35<7< 


THE  PHYSICAL  PLANT  185 

Practically  all  privies  seen  were  open  underneath.  Of  those  in  the  one 
room  township  schools  visited  66%  are  cleaned  out  once  each  year  or 
oftener.  Thirty-three  percent  are  never  cleaned  out.  At  least  35% 
of  the  privies  of  one  room  township  schools  are  never  inspected.  What 
inspection  is  done  is  done  mostly  by  teachers  although  17  inspections 
by  directors,  4  by  board  members  and  i  by  a  board  of  health  are  re- 
ported 

In  many  districts  poorly  paid  teachers  have  immaculate  school  build- 
ings and  grounds  only  as  a  result  of  their  determination  to  live  in 
clean  surroundings.  In  all  too  many  cases  they  are  without  either 
the  material  or  active  moral  support  of  their  communities.  The  state 
of  Ohio  owes  a  deep  debt  of  gratitude  to  her  army  of  insufficiently 
paid  and  insufficiently  trained  —  partly  because  insufficiently  paid 
—  teachers  in  rural  communities.  In  many  cases  the  teacher  has 
to  scrub  the  school  buildings  before  school  can  be  opened  in  Sep- 
tember. No  fault  can  be  found  with  them  for  failing  to  clean  up 
and  keep  clean  the  dilapidated  and  filthy  privies  found  on  rural 
school  lots.  This  is  distinctly  a  matter  to  which  boards  of  educa- 
tion should  attend 

No  matter  how  hard  the  teacher  may  work  to  cultivate  the  love  of 
cleanliness,  the  desire  for  sanitary  conditions  and  the  joy  of  beau- 
tiful surroundings,  results  will  be  practically  nil  if  the  actual  con- 
ditions give  her  teaching  the  lie.  Proper  and  close  supervision 
would,  within  a  very  short  time,  eradicate  all  the  worst  cases.  At 
the  present  time  in  many  districts  there  is  no  one  person  who  re- 
gards it  as  his  particular  business  to  see  that  the  school  plant  is 
kept  in  good  shape  at  all  times 

Care  of  grounds 

Of  the  one  room  township  school  grounds  visited,  86%  are  cleaned  up  at 
least  once  annually.  Of  these  about  half  were  cleaned  by  the  director 
personally.  Hired  labor,  the  teacher,  the  teacher  and  pupils,  and  board 
members  did  the  work  in  other  cases 

Care  of  building 

Of  the  592  one  room  township  school  rooms  visited  the  floors  were  in 
poor  condition  in  29.3%,  in  fair  condition  in  46.3%,  and  in  good  con- 
dition as  to  wear  and  tear  in  24.4% 

Although  so  many  floors  are  insufficiently  scrubbed  only  n.6%  of  the 
township  schools  visited  used  non-drying  oil  on  the  floors.  Where 
janitor  work  is  thoroughly  done,  and  floors  are  in  excellent  condition, 


i86 


OHIO   STATE   SCHOOL   SURVEY   REPORT 


or  where  a  good  sweeping  mixture  is  used,  oil  may  be  unnecessary. 
But  where  there  is  insufficient  scrubbing  and  surfacing  of  the  floors, 
non-drying  oil  is  the  only  remedy  for  dust.  By  insisting  that  the  oil  be 
rubbed  in  and  not  thrown  on,  and  that  no  oil  be  applied  in  the  imme- 
diate vicinity  of  the  teacher's  desk,  experience  has  demonstrated  that 
the  objectionable  features  connected  with  the  use  of  oil  are  practically 
eliminated 

The  use  of  non-drying  oil  in  large  buildings  undoubtedly  increases  the 
fire  risk ;  but  in  one  room  school  houses  the  danger  is  negligible.  The 
State  Department  of  Workshops  and  Factories  is  considering  a  change 
in  the  regulations  allowing  the  use  of  non-drying  oil  in  one  room  school 
buildings 

The  use  of  a  good  sweeping  mixture  not  only  keeps  down  the  dust  while 
sweeping  but  leaves  a  thin  layer  of  dust-catching  material  on  the  floor. 
Only  5.2%  of  one  room  township,  43.8%  of  centralized  township, 
7.7%  of  special  district  and  52.3%  of  village  schools  visited  used  any 
sweeping  mixture 

Nearly  4%  of  the  one  room  township  schools  were  reported  as  never 
scrubbed,  68%  as  scrubbed  but  once  a  year,  and  less  than  5%  as 
scrubbed  oftener  than  4  times  a  year.  Thirteen  special  district 
schools  visited  made  a  similar  showing 

Of  the  one  room  township  schools  57%  were  swept  daily.  Of  the  13 
village  schools  inspected  all  were  swept  daily.  Out  of  614  elementary 
schools  of  all  kinds  73  were  swept  only  once  a  week  or  less 

MEANS  OF  DUST  PREVENTION 
Reported  by  teachers  in  attendance  at  teachers'  institutes  in  1913 


Township 

Special 
District 

Village 

One  Room 

Centralized 

Number  of  schools  reporting  .... 

2773 

208 

202 

3042 

Dust  prevention 

'  Percents 

None   

66.1 
21.0 
12.9 

39.5 
32.2 
28.3 

39.6 

31.7 
28.7 

16.7 
44.5 
38.8 

Floors  oiled  

Sweeping  mixture  used  

THE   PHYSICAL   PLANT 


i87 


DUSTING 


Township 

Special 
•District 

Village 

High 
School 

One  Room 

Centralized 

Number     of     schools 
visited  .         

592 
497 

17 
15 

13 

12 

13 
13 

22 
20 

Number    of    schools 
reported  on  

Dusted 

Percents 

Daily  

61.2 
29.4 
6.2 
3.1 

15 

66.7 
20.0 
13.3 

58.3 
41.7 

92.3 
7.7 

75.0 
25.0 

Twice  a  week  

Once  a  week        .... 

Less  than  once  a  week 
Actual  number  dusted 
less    than    once    a 
week  

I 

KIND  OF  DUSTERS 


Township 

Special 
•District 

Village 

High 
School 

One  Room 

Centralized 

Number     of    schools 
visited            

592 
575 

17 
16 

13 
12 

13 
13 

22 
20 

Number    of    schools 

Using 

Percents 

Yarn  duster  

3.0 
67.6 
24.2 
4.0 
11.0 

63 

12.5 
25.0 
31.3 
12.5 
31.3 

5 

91.7 
16.7 
8.3 

o 

38.5 
53.8 
15.4 
30.8 
23.1 

3 

20.0 
40.0 
35.0 
25.0 
40.0 

8 

Dry   cloth          

Damp  cloth 

Treated  cloth  
Feather  duster    

Actual   number   irsing 
the    deadly    feather 
duster  

*Percentages  do  not  total  100%  because  in  some  schools  more  than  one 
kind  of  duster  is  used 


OHIO   STATE   SCHOOL   SURVEY   REPORT 


SANITARY  DUST  PREVENTION 

Atportsfom  &Z5  Tkachers  at 
ONE  ROOM  TOWNSHIP 


CENTRALIZEP    OR    CONSOLIDATED 

•••••I 

SPECIAL    DISTRICT 

•MBBBC 

VILLAGE,  CITY  AND  HIGH 


No  sanitary  dust  prevention. 


SCRUBBING 


Township 

Special 
District 

Village 

One  Room 

Centralized 

Number  of  schools  visited 

592 
559 

17 
10 

13 
13 

13 
12 

Number  of  schools  reported  on.. 

Scrubbed 

Percents 

Never   

3.7 
68.2 
20.0 
3.2 
4.8 

Once  per  year  

60.0 

76.9.. 

33.3 
16.7 
16.7 
33.3 

Twice  per  year  

Three  times  per  year.  . 

10.0 
30.0 

Four  times  per  year 

23.1 

THE    PHYSICAL    PLANT 


189 


SWEEPING 


Township 

Special 
•District 

Village 

High 
School 

One  Room 

Centralized 

Number     of    schools 
visited 

592 
574 

17 
14 

13 
13 

13 
13 

22 
21 

Number    of    schools 
reported  on  

Swept 

Percents 

Daily 

57.7 
30.7 
11.0 
.7 

57.1 
35.7 
7.1 

76.9 

100. 

81  0 

Twice  a  week 

19.0 

Less  than  once  a  week 

23.1 

PAY   OF   TEACHERS   FOR  JANITOR  WORK   IN   ONE   ROOM   TOWNSHIP 

SCHOOLS 


Teachers  in 

Number 
of 
Teachers 

Number 
Reported 
on 

Percent  receiving  per  month 

Number 
Receiving 
No  Pay 
(Illegal) 

More 
than 
$2 

$2 

Less 
than 
$2 

Nothing 

One  room  town- 
ship schools.  .  . 

353 

322 

20.2 

37.3 

40.1 

2.4 

8 

190 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


CLEANLINESS   OF   PRIVIES,   SCRUBBING 


Township 

Special 

Vll 

High 

District 

age 

School 

One  Room 

Centralized 

Number    of    schools 

J 

visited 

592 

17 

13 

13 

22 

Number  reported  on.. 

433 

13 

12 

12 

17 

Scrubbed 

Percents 

More  than  once  a  year 

13.5 

53.8 

16.7 

83.4 

64.7 

Once  a  year      

65.5 

30.7 

66.6 

8.3 

35  3 

Never   .       

21.0 

15.4 

16.7 

8.3 

PRIVIES  CLEANED  OUT  UNDERNEATH 


Township 

Special 
•District 

Village 

High 
School 

One  Room 

Centralized 

Number    of    schools 
visited 

592 
361 

17 
6 

13 
8 

13 

9 

• 

22 
10 

Number  of  schools  re- 
ported on   

Cleaned 

Percents 

More  than  once  a  year 
Once   a   year  

3.1 
63.4 
33.5 

16.7 
66.6 
16  7 

50.0 
25.0 
25.0 

44.4 
44.4 
11.2 

40.0 
60.0 

Never   

THE    PHYSICAL   PLANT 


INSPECTION  OF  PRIVIES 


• 

Per  cent.  Inspected  by  Teacher 

Number 
of 
Schools 
Visited 

Number 
of 
Schools 
Reported 
on 

Once  or 
More 
Per 
Month 

Less  than 
Once  a 
Month 

J9A9M 

One  room  township  

592 

202 

31.7 

43.1 

25.2 

Constructive  suggestions 

County  superintendents,  district  superintendents,  inspectors  con- 
nected with  the  office  of  the  state  Superintendent  of  Public  In- 
struction, and  the  state  Superintendent  of  Public  Instruction  should 
be  authorized  to  prosecute  directly,  without  appeal  to  the  county 
commissioners,  members  of  boards  of  education  who  allow  the 
schools  under  their  charge  to  become  unsanitary  or  in  any  way 
dangerous  to  the  morals,  physical  health  or  safety  of  children 

The  state  Superintendent  of  Public  Instruction  should  be  authorized 
and  required  to  set  up  and  issue  minimum  requirements  as  to  the 
physical  plant  of  the  school  and  its  care 

All  plans  for  new  school  buildings  should  require  the  signed  approval 
of  the  state  Superintendent  of  Public  Instruction  before  being  ac- 
cepted by  the  Department  of  Inspection  of  Workshops  and  Factories 

The  office  of  the  state  Superintendent  of  Public  Instruction  and  the 
Department  of  Inspection  of  Workshops  and  Factories  should  co- 
operate closely,  the  employees  of  each  department  being  regarded 
as  the  agents  of  the  other  department  for  the  purpose  of  enforcing 
all  laws  dealing  with  school  grounds,  school  structures  and  proper 
care  of  school  plants 


X      CARE   OF  HEALTH   OF   PUPILS 


Conditions  found  in  the  field  survey 

Chapters  VIII  and  IX  and  XV  throw  a  great  deal  of  light  on  the 
attitude  of  boards  of  education  toward  the  necessity  for  sanitary 
conditions  in  the  schools.  Owing  largely  to  the  uneven  distribu- 
tion of  professional  supervision  there  are  great  differences  between 
communities,  equally  well  able  financially  to  afford  the  very  best 
in  the  way  of  sanitary  appliances,  care  of  school  buildings  and 
healthful  surroundings  of  the  school  site.  The  best  and  the  worst 
practice  are  often  found  side  by  side.  There  is  no  valid  reason  why 
sound  practice  should  not  prevail  everywhere 

Of  the  one  room  township  schools  inspected  46.9%  had  no  wells. 
Drinking  water  in  these  schools  had  to  be  carried  sometimes  for 
very  long  distances 

In  6  schools  the  privies  were  less  than  30  feet  from  the  dug  wells 
which  supplied  the  school  with  water 

Of  209  wells  inspected  in  September  and  October  only  5  were  reg- 
ularly tested 

Nearly  13%  of  300  wells  inspected  during  the  survey  had  been  con- 
taminated at  some  time  to  the  certain  knowledge  of  residents  of  the 
districts 

Two  school  wells  were  located  near  cemeteries.  In  i  of  these  schools 
i  boy  was  away  with  typhoid  fever  and  another  was  ailing 

The  sanitary  condition  of  privies  in  general  are  fully  set  forth  in 
Chapters  VIII  and  IX 

Only  3%  of  the  township  schools  visited  had  any  form  of  medical  in- 
spection 

No  township,  special  district  nor  village  school  visited  had  the  ser- 
vices of  a  school  nurse 

Only  i  school  reported  having  a  regular  school  physician 

(192) 


Adenoids  are  as  undesirable  in  the  country  as  in  the  city 


CARE   OF    HEALTH    OF   PUPILS  IQ3 

Nine  one  room  township  schools,  i  centralized  school  and  i  special 
district  school  examined  children  for  defective  vision 

No  school  gave  children  a  thorough  physical  examination 

Out  of  109  schools  where  text  books  were  examined,  text  books  were 
in  good  sanitary  condition  in  31,  iir  in  58  and  poor  in  20.  In  2 
schools  books  were  fumigated  annually 

The  care  of  the  school  buildings  themselves  is  treated  in  full  in  Chap- 
ter IX 

Danger  of  Infection  from  Water 
among  Township  Schools 

Cases  oi  KNOWN  CONTAMINATION 


^^^^^^^^^^  —  — 

\Proportion  of  case!  of  KNOWN  contaminationdZ^  54case$ 

Preventive  Measures  Taken 


^Proportion  wfore  tests  of  water  are  not  regularly  made 
^Proportion  where  tests  are  regularly  made  (2.  %) 

A  study  of  health  regulation  in  high  schools  was  attempted,  but  ow- 
ing to  the  absence  of  any  work  along  this  line  in  most  schools,  and 
the  absence  of  records  in  nearly  all,  the  data  collected  were  insuffi- 
cient to  throw  any  light  on  the  situation 

The  practice  in  cities  and  many  villages  is  far  in  advance  of  that  of 
the  rural  schools 

There  is  no  valid  reason  why  all  boys  and  girls  attending  rural  and 
village  schools  should  not  have  their  health  effectively  safeguarded. 
The  following  pages  as  well  as  the  experience  of  other  states,  show 
that  the  healthful  conditions  of  country  and  village  life  are  not 
sufficient  to  counteract  the  absence  of  health  precautions  in  rural 
and  many  village  schools.  The  common  belief  that  practically  all 
country  school  children  are  healthy  is  not  borne  out  by  facts. 
Cases  of  anemia,  adenoids,  etc.,  were  frequently  observed  by  the 
surveyors 

13    s.  s. 


IQ4  OHIO    STATE    SCHOOL    SURVEY    REPORT 

A  comparison  of  the  results  of  expert  and  inexpert 
physical  examination  of  children 

The  accompanying  table  and  discussion  give  the  results  of  an  effort 
to  solve  the  questions:  "How  accurate  may  the  rural  school 
teacher  be  in  detecting  physical  defects  among  the  school  children, 
and  would  a  modified  system  of  health  grading,  carried  on  by  the 
pupil  and  teacher,  be  practicable  in  localities  where  medical  and 
dental  inspection  of  school  children  can  not  be  provided  because  of 
lack  of  funds  ?"  The  study  was  made  with  the  aid  of  a  questionnaire 
based,  with  slight  modifications,  upon  Hoag's  health  grading 
outline  (Leland  Stanford  Jr.,  University) 

This  study  was  made  possible  only  by  the  active  cooperation  of  Dr. 
E.  F.  McCampbell,  Secretary  of  the  State  Board  of  Health ;  Super- 
tendent  C.  W.  Darby,  of  the  Plain  Township  Schools;  the  Board  of 
Education  of  Plain  Township,  and  the  medical  and  dental  officers 
and  practitioners  mentioned  below.  The  report  made  by  these  gentle- 
men is  given  with  but  very  slight  modifications 

In  November,  1913,  the  pupils  and  teachers  of  the  Plain  Township 
School  District  of  Franklin  County  filled  out  the  questionnaire.  This 
district  includes  a  high  school  of  50  pupils,  a  grammar  school  of  19 
pupils,  and  a  primary  school  of  35  pupils,  located  within  the  village, 
and  6  rural  schools  averaging  from  13  to  22  pupils  each,  located 
within  a  radius  of  3  miles  of  the  village.  The  village  of  New 
Albany  itself  has  approximately  250  inhabitants.  Physicians,  and 
later,  dentists,  representing  the  State  Board  of  Health,  made 
medical  examinations  of  these  children  during  the  10  days  follow- 
ing the  teachers'  observations.  The  medical  examinations  were 
carried  on  by  Dr.  E.  R.  Hayhurst  and  Dr.  F.  G.  Boudreau,  of  the 
regular  staff  of  the  State  Board  of  Health.  The  system  of  medical 
examination  which  the  physicians  used  was  the  same  in  all  respects 
as  that  reported  in  the  November  issue  of  the  Bulletin  of  the  Ohio 
State  Board  of  Health,  based  upon  the  3  years'  experience  of  one  of 
the  physicians 

Because  of  the  great  frequency  of  carious  teeth,  and  the  likelihood  of 
physicians  overlooking1  them  in  their  cursory  examination,  Dr. 
Homer  C.  Brown,  Member  of  the  State  Board  of  Health  and 
President  of  the  National  Dental  Association,  and  Dr.  F.  R. 
Chapman,  Secretary  of  the  Ohio  State  Dental  Society,  made  an 
examination  later  of  the  teeth  and  mouth  conditions.  In  order  to 
make  a  comparison  between  the  physicians'  findings  as  accurately 


CARE   OF    HEALTH    OF    PUPILS 


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196  OHIO    STATE    SCHOOL    SURVEY    REPORT 

checked  up  by  dentists,  112  cases  were,  subsequent  to  the  phy- 
sicians' examination,  re-examined  by  Dr.  Brown  and  Dr.  Chapman. 
In  addition,  the  dentists  made  the  only  examinations  of  teeth  in 
the  cases  of  71  pupils.  Hence  in  the  tabte  the  physicians  report 
on  only  141  of  the  212  children,  and  of  this  number  the  dentists  re- 
checked  112 

Explanation  of  the  table 

In  the  2  columns  headed  "Physicians'  Findings",  the  first  shows 
the  actual  number  of  cases  needing  treatment,  and  the  second,  the 
respective  percentages 

The  column  headed  "Recommended  by  Teachers"  gives  the  number 
of  cases  which  the  teachers  recommended  for  an  examination  by  a 
physician.  In  each  of  these  cases  the  teachers  had  checked  (this 
means  in  a  negative  sense,  implying  a  defect)  one  or  more  of  the 
questions  listed  on  the  questionnaire  regarding  defects 

The  columns  headed  "Teachers'  Recommendations  Correct"  show 
the  number  of  times  the  physicians  and  teachers  agreed  upon 
identical  cases.  The  "per  cent"  column  here  shows  the  actual 
degree  of  accuracy  of  the  teachers  as  to  the  given  defects  or 
conditions  named 

The  3  columns  headed  "Teachers'  Recommendations  Wrong"  show: 
in  the  first  column,  the  number  of  cases  which  teachers  recom- 
mended for  treatment  under  the  head  of  each  defect,  where 
the  physicians  could  find  no  such  defect  worthy  of  attention;  in 
the  second  column,  the  per  cent  of  wrong  recommendations ;  in  the 
third  column,  the  number  of  cases  which  needed  treatment  for 
other  conditions.  For  instance,  in  the  case  of  teeth,  the  teachers 
recommended  16  children  for  examination  whose  teeth  required  no 
treatment,  but  10  of  these  were  in  need  of  treatment  for  other 
defects 

It  will  be  seen  that  in  all  cases  the  teachers'  responses  to  the  ques- 
tionnaire resulted  in  their  recommending  for  examination  for  each 
defect  or  condition,  a  great  many  more  cases  than  were  actually  in 
need,  of  attention,  hence  their  chances  of  including  the  proper  cases 
were  good.  However,  it  is  seen  that  in  spite  of  the  large  number 
so  recommended,  they  missed  specific  defects  in  from  18.1%  (cases 
of  nasal  obstruction)  to  52.6%  (cases  of  malnutrition)  while  they 
missed  defective  teeth,  eyes,  tonsils  and  hearing  cases  in  from 
25.4%  to  48.3%  of  such  cases 


CARE   OF    HEALTH    OF   PUPILS  IQ/ 

Teeth 

In  the  case  of  teeth,  the  physicians  reported  upon  138  cases,  finding 
55>  or  39-86%,  requiring  treatment  for  carious  conditions.  In  112 

cases  where  the  physicians  were  checked  up  by  the  dentists,  the 
formers'  recommendations  that  38  of  the  cases  needed  a  dentist's 
attention  were  right  in  37  instances,  whereas  the  dentists  found 
by  their  usual  methods,  55  additional  cases  of  caries,  and  also  noted 
30  cases  of  bad  mouth  conditions,  as  well  as  33  cases  in  which  the 
condition  of  the  gums  was  bad.  By  use  of  the  questionnaire  the 
teachers  specified  85  of  the  138  cases  as  needing  attention.  This 
does  not  include  those  children  checked  for  answer  to  question 
No.  4,  "Does  the  child  use  a  tooth  brush  every  day?"  Of  those 
specified  by  the  teachers,  74.54%  were,  in  the  opinions  of  the 
physicians,  in  need  of  treatment,  16  cases,  or  25.46%  of  the  tooth 
cases  were  missed  as  such  by  the  teachers  although  they  would 
have  sent  15  of  these  children  to  the  physicians  for  other  sug- 
gestive symptoms  or  defects.  Including  teeth  and  all  other  defects, 
therefore,  the  teachers  recommended  sending  54  of  the  55  defective 
tooth  cases  to  the  physicians 

Eyes 

Physicians  detected,  by  means  of  the  Snellen  Eye  Chart,  45  cases,  or 
21.22%,  who  were  in  need  of  an  oculist.  Because  of  the  limitation 
of  this  method,  they  unquestionably  missed  a  certain  number  of 
cases  of  hypermetropia  (far  sight).  The  physicians  agreed  that 
every  one  of  the  88  cases  recommended  by  the  teachers  needed  an 
oculist's  examination.  This  does  not  imply,  of  course,  that  they 
'were  in  need  of  treatment.  However,  the  teachers  failed  to  detect 
21  cases,  or  46.7%  of  myopia  (near  sight).  For  eyes  and  all  other 
conditions,  the  teachers  recommended  sending  to  the  physicians 
43  of  the  45  eye  cases,  in  19  of  which  the  teachers  failed  to  note 
the  defective  vision,  but  detected  other  symptoms  or  signs,  in  many 
cases  secondary  to  defective  vision.  The  physicians  included  in 
their  figures,  not  only  cases  with  less  than  20/20  (normal)  vision, 
but  cases  in  which  the  child  missed  I  or  2  letters  in  the  20/20  lin° 
of  the  chart 

Tonsils 

With  tonsils  the  teachers  had  no  direct  means  of  indicating  in  the 
questionnaire  a  diseased  condition  of  these  structures,  hence  it  is 
quite  remarkable  that  they  named  indicative  symptoms  in  $1.7% 
of  the  cases,  although  only  15  of  the  50  cases  which  they  specified 
were  correct 


198  OHIO    STATE    SCHOOL    SURVEY    REPORT 

Malnutrition 

Under  malnutrition  'the  teachers,  in  response  to  the  questions, 
"Healthy  appearing?"  "Color  good?"  specified  49  cases,  of  which 
number  only  9  were  correct  while  10  others  were  missed  entirely 

Glands 

Under  glands  the  teachers  had  no  direct  questions,  but  they  specified 
teeth,  ear,  nose  and  throat  symptoms  in  each  of  the  13  cases  having 
glands  needing  treatment 

> 

Nasal  obstruction 

The  teachers  specified  46  cases  of  nasal  obstruction,  9  of  which  were 
found  to  need  nasal  treatment,  while  2  others  were  missed  entirely. 
It  is  probable  that  most  of  the  cases  which  they  specified  were 
cases  of  more  or  less  frequent  colds,  although  they  specified  mouth 
breathing  or  nasal  voice  in  each  of  these  cases.  A  considerable 
number  of  these  also,  were  cases  of  high  palates  in  older  children 
who  were  past  the  time  when  treatment  could  be  of  any  service  to 
them 

Hearing 

The  physicians  found  but  5  cases  of  hearing  in  which  the  watch  test 
showed  a  defect  in  one  or  both  ears.  The  teachers  included  3  of 
these  5  in  the  total  of  69  cases  for  whom  they  marked  the  question- 
naire on  hearing.  Undoubtedly,  the  set  of  questions  here  were  a 
little  too  broad,  such,  for  instance,  as  "Has  the  child  a  good  ex- 
pression? (Not  expressionless)",  "Does  the  child  spell  fairly 
well?",  "Does  the  child  read  fairly  well?",  "Does  the  child  answer 
questions  without  first  saying  'what'?  (Not  stupid)",  "Is  the  child 
free  from  any  peculiar  postures  which  might  indicate  defects?" 

Heart 

Under  heart  conditions  the  physicians  specified  3  cases  which  needed 
further  observation.  Of  course,  the  method  of  examination  could 
detect  only  the  most  glaring  cases.  The  teachers  had  no  direct 
questions  upon  this  defect,  but  it  may  be  considered  that  in  their 
responses  to  the  questions  under  general  appearance,  mental  and 
nervous  conditions,  they  fully  included  most  of  the  possible  heart 
cases 

Pulmonary 

No  pulmonary  (lung)  defects  were  detected  but  the  physicians' 
means  of  diagnosis  were  limited 


CARE    OF    HEALTH    OF    PUPILS 


Thyroid  gland 

The  teachers  had  no  direct  questions  as  to  the  presence  of  a  diseased 
thyroid  gland.  The  physicians  detected  at  least  3  which  they  con- 
sidered worthy  of  further  observation,  in  all  of  which  the  teachers 
noted  significant  symptoms 

Orthopedic 

The  truly  orthopedic  cases  (deformities)  were  only  4  in  number,  all 
of  which  were  included  by  the  teachers.  However,  the  questions 
under  the  head  of  "General  Appearance",  such  as  "standing 
posture?"  "sitting  posture?"  ^shoulders  even?"  "ankles  straight 
when  walking?"  were  of  course  very  broad 

Mentality 

As  to  mental  condition,  the  physicians,  of  course,  could  only  surmise, 
although  in  6  instances  they  detected  in  their  examinations  cases 
which  they  considered  mentally  defective.  The  rather  broad 
questions  put  to  the  teachers  under  this  heading  caused  them  to 
specify  54  cases,  'including  4  of  the  6  which  the  physicians  noted. 
The  teachers'  opinions  should,  however,  be  given  much  more  atten- 
tion than  the  physicians'  in  these  cases,  because  of  their  opportunities 
for  prolonged  observation 

Nervous  conditions 

The  same  statements  mentioned  under  mental  conditions  may  be 
applied  almost  exactly  to  nervous  conditions.  The  physicians  here 
detected  7  cases,  while  the  teachers  specified  135,  including  6  of 
the  7  which  the  physicians  noted 

Summary 

Of  the  total  of  212  children,  the  physicians  found  154  in  need  of 
treatment  for  some  physical  defect,  while  43  others  had  minor 
troubles  not  requiring  treatment,'  or  those  in  which  damage  had 
already  been  done,  and  the  cause  of  the  damage  had  disappeared. 
Of  the  total  number  of  defective  children,  54,  or  25.47%,  nad  de- 
fective  teeth  only,  hence  there  were  100  cases,  or  47.17%,  with 
physical  defects  other  than  bad  teeth 

The  physicians  found  15,  or  7.26%,  who  were  normal  in  every  respect. 
The  teachers  also  specified  15  cases  as  free  from  all  defects,  but  the 
physicians  found  that  in  14  of  the  teachers'  cases,  or  93.7^,  there 
were  defects  needng  treatment 


2OO  OHIO    STATE    SCHOOL    SURVEY    REPORT 

General  conclusions 

1  Some  of  the  questions  included  in  the  questionnaire  to  the  teachers 
were  a  little  too  broad,  thus  permitting'  the  inclusion  of  some  cases 
which    were    free    from  the   defects   suggested    by    the    teachers' 
answers 

2  In  spite  of  the  latitude  given  the  teachers,  they  failed,  in  approxi- 
mately 50%  of  instances,  to  specify  particular  defects 

3  As  a  result  of  the  teachers'  methods  of  deduction,  92.74%  of  all 
the  children  needed  a  medical  examination.     They  missed   6.6% 
of  the  defective   cases.     These   figures   show  that  99.34%   of  the 
children  required  a  medical  examination  in  order  to  discover  the 
cases  actually  needing  treatment 

4  Whereas,  only  50%  of  the  teachers'  recommendations  for  examina- 
tion for  specific  defects  were  correct,  still,  in  the  ensemble  of  all 
defects  for  each  child,  the  teachers  were  able  to  detect  the  children 
needing  medical  examination  (not  necessarily  treatment)  in  93.7% 
of  all  instances 

5  While,  in  detecting  the  children  with  defects,  the  teachers  were 
correct  in  about   50%    of  the   cases   as   stated,   yet   in   specifying 
normal  children,  they  were  wrong  in  93.3%  of  instances 

6  As  might  be  expected,  the  teachers  differed  in  accuracy  of  observa- 
tion in  the  case  of  physical  defects,  and  in  opinions  in  the  case  of 
mental  or  nervous  defects.     Evidently  some  teachers  actually  ex- 
amined  the   teeth,    for    instance,    for   their    responses    were    quite 
accurate  in  this  respect.     One  teacher  checked  ocular  defects  in 
almost  every  case  (the  school  room  lighting  was  the  same  as  in 
the   other  schools),   while  a   couple   of   others   noted   pronounced 
peculiarities  of  a  nervous  type  in  almost  every  child.     As  none  of 
the  teachers  had  received  any  training  in  making  physical  exam- 
inations, good  courses  in  child  hygiene  and  methods   of  making 
physical   examinations    would    undoubtedly    greatly   increase   the 
efficiency  of  physical  examinations  by  teachers 

7  In  the  opinion  of  the  medical  men  who  conducted  the  survey,  this 
study   demonstrates   that   without   the  assistance   and  advice  of  a 
competent  medical   examiner  and  without  the  careful   training  of 
teachers  in  making  physical  examinations,  the  method  of  teacher 
exairiination  would  be  open   to  grave  dangers.     Pupils  would  be 
recommended   to   be   examined   for   some   particular   defect   which 
might    not    exist,    the    symptoms    being    traceable    to    some    other 


CARE    OF    HEALTH    OF    PUPILS  2OI 

source.  Thus  pupils  might  be  recommended  for  examination  for 
vision,  when  the  teeth  or  some  other  part  were  at  fault.  With  the 
advice  and  assistance  of  a  regular  medical  examiner,  however,  to 
correlate  and  classify  the  teachers'  findings,  a  system  of  inspection, 
based  upon  the  teachers'  observations  of  the  pupils,  could  be 
utilized  to  good  advantage  in  districts  where  it  is  a  financial  im- 
possibility to  do  more 

Recommendations 

The  recommendations  for  the  physical  examination  of  school  children 
in  rural  districts  which  desire  to  take  up  the  work  based  on  these 
limited  studies,  are  as  follows : 

1  Teachers  in  actual  service  should  be  given  a  series  of  lectures, 
with  demonstratons,  or  a  short,  concise  treatise  on  the  relation- 
ship of  mental,  nervous  or  physical  peculiarities  to  certain  physical 
defects.     A  short  course  of  such  instruction  should  be  given  in 
every  school  curriculum,  beginning  at  least  with  the  high  school, 
and  in  every  school  for  the  professional  training  of  teachers 

2  A  questionnaire  similar  to  the  one  used,  with  a  few  changes,  will 
suffice  to  find  50%  of  the  cases  needing  attention 

3  At  least  a  week  or  more  should  be  taken  by  the  teachers  in  ob- 
serving each  child  before  drawing  conclusions  and  recommend- 
ing a  physical  examination 

4  Since  all  specific  defects  require  certain  definite,  though  simple, 
methods   of   diagnosis,    the   suspected   case,    whenever   possible, 
should  be  brought  to  the  attention  of  a  medical  examiner  experi- 
enced in  this  special  line  of  work  or  of  the  family  physician 

It  is  the  belief  of  the  medical  men  who  conducted  the  survey  th'at 
i  competent  medical  examiner  could  cover  all  the  rural  schools  in 
the  average  county  at  least  once,  and  perhaps  twice,  in  a  school  year 

Where  funds  are  not  available  for  the  employment  of  a  medical  man, 
or  where  the  employment  of  such  an  officer  is  not  desired  by  school 
patrons,  health  studies  made  by  the  children  themselves  and  by 
parents  and  teachers  in  cooperation,  constitute  a  step  in  the  right 
direction.  Teachers,  however,  must  have  careful  instruction  in 
health  work,  or  the  numerous  errors  due  to  unskilled  examination 
will  tend  to  throw  the  whole  movement  into  disrepute 


XI     RECORDS,  REPORTS  AND  STATISTICS 


I 


Conditions  found  in  field  survey 

Visits  of  parents  and  supervising  officers  were  recorded  in  44.1%  of  the 
schools  visited,  but  in  none  are  the  lengths  of  such  visits  recorded 

All  schools  recorded  absence  and  81.8%  of  the  schools  recorded  tardi- 
ness, but  only  33.3%  of  the  schools  recorded  causes  of  absence  and 
only  20.0%  causes  of  tardiness 

Of  the  520  one  room  township  schools  reported  on,  73  made  reports  to 
the  superintendent,  392  to  the  clerk  of  the  board  of  education,  21  to 
both  of  them,  10  to  the  truant  officer,  i  to  the  clerk  of  the  board  and 
the  truant  officer,  i  to  the  county  clerk  and  22  sent  reports  to  no  one 

Monthly  reports  were  made  in  290  schools,  annual  in  114,  both  monthly 
and  yearly  in  32,  more  often  than  monthly  in  9,  less  often  than  monthly 
but  more  frequently  than  yearly  in  27,  "when  necessary"  in  3,  and 
none  in  22  schools 

Of  the  one  room  township  schools  visited  56.4%  indicated  in  the  record 
children  entering  school  for  the  first  time.  This  throws  an  interesting 
side  light  on  the  statistics  under  this  head  issued  by  the  state  Depart- 
ment of  Public  Instruction.  (See  page  24.)  Of  the  one  room  town- 
ship schools  visited,  37.9%  recorded  the  causes  of  dropping  out  of 
school  for  the  last  time 

Continuous  pupil  record  cards  are  reported  in  38%  of  the  schools  visited. 
Forms  of  cards  submitted,  however,  show  that  in  many  cases  this  is 
due  to  a  misunderstanding.  Usually  the  records  are  continuous  for 
one  year  only.  Few  schools  keep  on  one  card  or  sheet  a  continuous 
record  of  each  child  for  his  whole  school  career 

The  eight  month  contract  with  the  teacher  is  the  rule  in  one  room  town- 
ship schools,  but  2  teachers  reported  seven  month  contracts,  and  4 
shorter  than  i  year.  Not  one  reported  a  contract  longer  than  a  year 

Over  98%  of  the  township  teachers  report  being  hired  by  the  board  of 
education ;  only  6  teachers  were  hired  by  superintendents 

Over  34%  of  the  one  room  township  teachers  had  no  written  contracts 

(202) 


REPORTS,    STATISTICS 


203 


Supervision  and  visiting 

The  592  township  schools  inspected  during  the  survey  reported  the  fol- 
lowing for  the  year  1912-1913: 

63  visits  to  52  schools  by  state  inspectors 
753  visits  to  132  schools  by  school  superintendents 
208  visits  to  92  schools  by  teachers 
3,299  visits  to  394  schools  by  other  adults,  including  parents 

A  public  examination  day  for  patrons  is*  either  rarely  observed  or  slimly 
attended.  Forty-four  schools  reported  1159  visits  on  examination  day 
in  1912-1913 

Last  year's  school  register  was  in  the  school  room  in  Si%  of  the  cases, 
at  the  teacher's  home  in  13%  of  the  cases,  mislaid  or  lost  in  6%  of 
the  cases 


Enrollment  and  attendance 

MEMBERSHIP  AT  TIME  OF  INSPECTION 


Township 

Special 
District 

Village 

One  Room 

Centralized 

Number  of  classrooms  visited... 
Number  of  classrooms   reported 
on   .             

592 
578 

26 

17 

13 

12 

25 
18 

Present  membership 

Percents 

Less  than  ten                  .       .... 

8.5 
21.1 
24.2 
46.2 

8.3 
8.3 

16.7 
66.7 



Ten  to  fifteen                   •    • 

fifteen  to  twenty  . 

17.6 
82  4 

16.7 
83.3 

Twenty  or  over 

204 


OHIO    STATE    SCHOOL   SURVEY    REPORT 


AVERAGE  ATTENDANCE 


Township 

Special 
District 

13 
12 

Village 

One  Room 

592 
526 

Centralized 

26 
17 

Number  of  classrooms  visited... 
Number  classrooms  reported  on. 

25 
15 

Average  attendance 

Percents 

Less  than  five  

1.3 
14.1 
26.8 
24.5 
33.3 

Five  to  ten  

16.7 

Ten  to  fifteen 

5.9 
11.7 
82.4 

13.3 
13.3 
74.4 

Fifteen  to  twenty  

25.0 
33.3 

Twenty  or  over  

Constructive  suggestions 

Uniform  records  and  reports  should  be  issued  to  all  school  districts 
and  all  county  auditors  by  the  Bureau  of  Efficiency  and  Economy 
of  the  office  of  the  state  Superintendent  of  Public  Instruction.  All 
school  districts  should  be  required  to  use  the  prescribed  forms. 
Training  courses  for  teachers  should  give  instruction  to  teachers  as 
to  the  importance  of  educational  statistics  and  as  to  methods  of 
efficient  reporting 


XII     SLOW   PROGRESS,  OVERAGE,  NON-PROMO 
TION  AND   "DROPPING  OUT"   IN  THE 
ELEMENTARY  SCHOOLS 


Study  of  grade  VIII  pupils  in  the  various  kinds  of 
elementary  schools 

In  every  school  visited  during  the  survey,  an  attempt  was  made  to 
get  the  facts  with  regard  to  the  age  and  progress  of  pupils  in  grade 
VIII.  So  few  schools  had  continuous  pupil  records  and  so  few 
had  retained  the  same  teacher  for  more  than  2  or  3  consecu- 
tive years,  that  figures  at  all  reliable  could  be  obtained  for  only 
34  township  schools  out  of  592  inspected.  The  results  were  little 
better  for  centralized  and  village  schools.  It  was  possible  to  get 
figures  from  50%  of  these  schools  but  they  were  so  incomplete  on 

-  account  of  lack  of  adequate  records  as  to  destroy  their  value  for 
statistical  purposes 

It  is  essential  that  school  administrators  should  know,  not  for  com- 
parative purposes,  but  for  purposes  of  local  administrative  effi- 
ciency, just  what  pupils  are  overage  or  underage,  slow  or  rapid  in 
progress,  and  why  pupils  are  overage  or  slow  in  progress.  For 
this  purpose  every  teacher  should  keep  a  continuous  class  record 
of  the  age  and  progress  of  pupils  constantly  up  to  date,  i  copy 
of  such  record  being  sent  to  the  superintendent  at  the  end  of  each 
year  or  term  and  another  to  the  teacher  who  is  to  receive  the 
majority  of  the  pupils  at  the  beginning  of  the  next  term  or  year. 
These  records  should  be  made  the  bases  of  continuous  reclassifi- 
cation  of  pupils  according  to  their  degrees  of  ability  to  make  prog- 
ress. Such  a  system  will  assist  teachers  and  supervisors  to  look 
upon  children  as  individuals  requiring  individual  treatment 

At  the  beginning  of  next  year  the  office  of  the  state  Superintendent 
of  Public  Instruction  should  issue  suitable  blank  forms  with  the 
necessary  directions,  so  that  a  start  can  be  made  at  once  to  meas- 
ure overage,  slow  progress,  and  dropping  out  of  school,  and  to 
discover  the  causes  of  these  conditions  to  the  end  that  there  may 
be  the  greatest  possible  conservation  of  human  material 

(205) 


206 


OHIO    STATE    SCHOOL    SURVEY 


Studies  of  schools  in  Cincinnati,  Columbus  and  Dayton 

By  cooperation  between  Superintendent  Condon  of  Cincinnati,  As- 
sistant Superintendent  Roberts  and  Director  Miles  of  the  Cincinnati 
Bureau  of  Municipal  Research  and  by  the  aid  of  Cincinnati  teachers, 
a  city  wide  preliminary  survey  was  made  covering  rate  of  prog- 
ress, relation  of  age  to  grade,  dropping  out  of  school  and  their 
causes.  As  continuous  pupil  record  cards  had  been  in  use  in  Cin- 
cinnati for  less  than  8  years,  a  full  progress  study  was  impossible. 
The  standard  of  normal  age  adopted  regarded  a  child  as  normal 
who  entered  the  first  grade  between  the  ages  of  6  and  7.  Any 
child  who  completed  the  year's  grade  in  June,  191-3,  was  regarded 
as  having  made  normal  progress  for  that  year.  A  full  report  of  the 
study  was  issued  by  the  Cincinnati  Bureau  of  Municipal  Research 
in  August,  1913 

A  similar  .study  was  made  in  Columbus  through  the  cooperation  of  Su- 
perintendent Shawan  and  Miss  Margaret  Sutherland,  principal  of  the 
Columbus  Normal  Training  School.  The  summaries  were  made  by 
students  of  the  normal  school  under  the  direction  of  the  survey  office. 
The  summary  of  the  findings  is  to  be  submitted  to  the  Columbus  su- 
perintendent of  schools 

In  Dayton  the  material  was  gathered  through  the  cooperation  of  Superin- 
tendent Brown  and  the  summaries  were  made  by  Arch  Mandel,  Miss 
A.  Irene  Dilks  and  C.  O.  Dustin  of  the  Dayton  Bureau  of  Municipal 
Research 

The  following  tables  show  some  of  the  findings  of  the  Cincinnati  and 
Dayton  studies 

AGE   TABLE,   CINCINNATI 


Grade 

Younger  than 
Normal 

Normal 

Older  than 
Normal 

Total 

No. 

% 

i 
No. 

% 

No.. 

'% 

No. 

% 

I    . 

592 

409 
298 
298 
233 
224 
226 
240 

11 
9 

7 
7 
5 
7 
8 
11 

2,960 
1,823 
1,467 
1,342 

1,095 
890 
867 
786 

53 
42 
33 
32 
27 
26 
31 
35 

1,992 
2,161 
2,626 
2,503 
2,781 
2,280 
1,745 
1,229 

36 
49 
60 
61 
68 
67 
61 
54 

5,544 
4,393 
4,391 
4,143 
4,109 
3,394 
2,838 
2,255 

100 
100 
100 
100 
100 
100 
100 
100 

II    

Ill    . 

IV    

v    

VI    

VII    

VIII    

Total   

2,520 

8 

11,230 

36 

17,317 

56 

31,067 

100 

SLOW    PROGRESS   AND  OVERAGE 


207 


AGE  TABLE,  DAYTON 


Grade 

Younger  than 
Normal 

Normal 

Older  than 
Normal 

Total 

No. 

% 

No. 

% 

No. 

% 

No. 

> 

I 

309 
203 
188 
168 
181 
152 
166 
112 
1479 

13 
12 
11 
10 
13 
13 
15 
14 
13 

1308 
906 
823 
621 
475 
439 
430 
334 
5336 

58 
54 
46 
39 
35 
.37 
39 
44 
45 

655 
579 
765 
817 
712 
601 
508 
317 
4954 

29 
34 
43 
51 
52 
50 
46 
42 
42 

2272 
1688 
1776 
1606 
1368 
1192 
1104 
763 
11769 

100 

100 
100 
100 
100 
100 
100 
.100 
100 

II 

III  

IV 

V  

VI  

VII 

VIII  

Total... 

AGE  TABLE,  DAYTON 

Five  Upper  Grades  of  Patterson  School 
(Promotions  Every  6  Months) 


1 

Younger  than 

Normal 

Older  than 

Normal 

Normal          Total 

Grade 

No. 

% 

No. 

% 

No. 

% 

No. 

% 

IV—  B  .  .  . 

10 

44 

7 

30 

6 

26 

23 

100 

A... 

34 

49 

10 

14 

26 

37 

70 

100 

V—  B... 

7 

22 

12 

37 

13 

41 

32 

100 

A... 

24 

56 

4 

9 

15 

35        43 

100 

VI—  B... 

10 

29 

6 

18 

18 

53 

34 

100 

A..  . 

28 

56 

8 

16 

14 

28 

50 

100 

VII—  B... 

17 

41 

8 

20 

16 

39 

41 

100 

A... 

11 

29 

12 

32 

15 

39 

38 

100 

VIII—  B... 

8 

21       8  j  21 

22 

58 

38 

100 

A... 

19 

36      13    24 

21 

40 

53 

100 

Total... 

168 

40 

88  I  21       166 

39 

422 

100 

1      1         I 

208 


OHIO    STATE   SCHOOL    SURVEY   REPORT 


PROGRESS  TABLE,  CINCINNATI 


Grade 

Time  in  Grade  on  June  20,  1913 

Less 
than       Normal 
Normal 

! 

More  than   Normal 

Total. 

£  year 
or  less 

1  year 
or  less 
but 
over  £ 

1£  year 
or  less 
but 
over  1 
year 

2  years 
or  less 
but 
over  1^ 
years" 

2£  years 
or  less 
but 
over2 
years 

3  years 
or  less 
but 
over  2£ 
years 

Over  3 

years 

I 

331 

176 
124 
101 
102 
139 
55 
61 

4,103 
3,621 
3,709 
3,562 
3,599 
3,043 
2,677 
2,130 

146 
36 
33 
32 
17 
19 
7 
6 

910 
551 
505 
442 
390 
193 
99 
58 

14 
5 
12 

38 
3 
5 
6 
1 

2 
1 
3 

5,544 
4,393 
4,391 
4,143 
4,109 
3,394 
2,838 
2,255 

II 

III 

IV 

y 

VI 

VII 

VIII 

Total  

1,089 

26,444 

296 

3,148 

31 

53 

6 

31,067 

Percents 

4 

85 

11 

100 

PROGRESS  TABLE,  DAYTON 


Time  in  Grade  on  June  20,  1913 


Less 

than 

Normal 

More  than  Normal 

Normal 

Grade 

i 

1  year 

1*  year 

2  years 

2£  years 

3  years 

Total 

i  year 
or  less 

or  less 
but 

or  less 
but 
overl 

or  less 
but 
over  1£ 

or  less 
but 
over  2 

or  less 
but 
over  2£ 

Over  3 
years 

year 

year 

years 

years 

years 

I  

60 

1917 

41 

115 

11 

112 

16 

2272 

II  

30 

1547 

30 

39 

1 

41 

1688 

Ill  

40 

1605 

21 

40 

5 

64 

1 

1776 

IV 

41 

1440 

14 

40 

1C 

41 

A 

IfiflA 

V  

36 

1247 

7 

46 

30 

2 

1368 

VI  

20 

1127 

4 

31 

2 

8 

1192 

VII  

13 

1068 

3 

10 

9 

1 

1104 

VIII  

14 

718 

1 

29 

1 

763 

Total  .  . 

'      254 

10669 

121 

358 

37 

306 

24 

11769 

1 

Percents 

2 

91 

7 

100 

I 

SLOW  PROGRESS  AND  OVERAGE 


209 


PROGRESS  TABLE,  DAYTON 
For  Upper  Grades  of  Patterson  School 
(Promotions  every  6  months) 


Grade 

Time  in  Grade  on  June  20,  1913 

Less 
than 
Normal 

Normal 

ISem. 
or  less 
but 
over 

£  Sem. 

1£  Sem. 
or  less 
but 
over  1 
Sem. 

More 

2  Sem, 
or  less 
but 
jover  1£ 
Sem. 

than  Normal 

Total 

1 

£  Sem. 
or  less 

2£  Sem. 
or  less 
but 
over  2 
Sem. 

3  Sem. 
or  less 
but 
over  2£ 
Sem. 

OverS 
Semes- 
ters 

IV  —  B  .  .  . 

23 
65 
32 
39 
34 
50 
41 
38 
37 
43 

23 
70 
32 
43 
34 
50 
41 
3J? 
38 
53 

A... 
V  —  B... 

3 

2 

A 

4 

VI  —  B 

A  .  . 

VII  —  B 

A..  . 

VIII—  B... 
A... 

1 

10 

Total... 

4 

402 

14 

2 

422 

Percents 

1 

95 

4 

100 

Summary 

In  Cincinnati,  which  has  annual  promotions,  Columbus,  which  has 
semi-annual  promotions  and  Dayton,  which  uses  both  methods,  it 
was  found  possible  to  make  a  study  of  age  and  progress,  although 

2  of.  these   cities   have  no   system   of   individual   continuous   record 
cards  for  pupils  and  the  other  has  had  such  a  system  in  use  only 

3  or    4    years.      Even    where    it    is    impossible    to    make    a    scien- 
tifically accurate  study,  sufficient  and  sufficiently  accurate  facts  can 
be  obtained  in  any  school  system  by  the  teachers  themselves  to 
assist  materially  supervisors  and  teachers  to  grade  more  closely, 
promote  more  frequently  and  save  a  large  annual  loss  to  the  com- 
munity not  only  in  dollars,  but  in  human  energy 

The  amount  of  time  and  energy  consumed  in  such  a  study  need  be 
extremely  small  per  individual  if  the  work  is  properly  distributed 
and  supervised.  Every  school  system  should  provide  for  the  auto- 
matic transmission  to  the  superintendent  of  schools  of  all  the 
essential  facts  for  each  school  and  school  room,  at  the  end  of  each 
promotion  period 
14  s.  s. 


XIII    SPECIAL  STUDIES  OF  TOWNSHIP,  VILLAGE 
AND  SPECIAL  DISTRICT  HIGH   SCHOOLS 


Studies  of  22  typical  high  schools  in  township,  special  and  village  dis- 
tricts were  attempted  on  the  following  topics: 

The  relative  efficiency  of  various  types  of  elementary  schools  in  pre- 
paring pupils  for  high  school 
The  records  in  first  grade  high  schools  of  graduates  of  second  and 

third  grade  high  schools 
Health  regulations  in  high  schools 
Supervision  in  high  schools 
Mortality  in  high  schools 

Records  were  so  meager  in  a  majority  of  the  schools  visited  that  the 
material  collected  was  entirely  .without  value  so  far  as  it  concerned  the 
lirst  3  topics.  The  first  2  are  of  particular  interest  to  school  adminis- 
trators. The  absence  of  adequate  data  at  present  provides  an  additional 
argument  for  the  establishment  of  a  state  wide  system  of  minimum 
uniform  records  and  reports.  The  state  Superintendent  of  Public 
Instruction  and  officers  could  get  a  better  idea  of  the  efficiency  of 
schools  from  a  study  of  carefully  kept  records  of  graduates,  in  school 
and  out  of  school  than  by  any  system  of  examination.  By  this  time 
next  year  a  beginning  should  have  been  made  on  a  state  wide  system 
of  recording  the  facts  regarding  the  graduates  of  all  schools  partly  or 
wholly  supported  by  the  state 

Reports  from  22  high  schools  in  villages,  special  districts  and  townships 
give  the  following  results  as  to  how  principals  and  superintendents 
spent  their  working  day  (In  15  cases  the  superintendent  and  principal 
were  the  same) 


(210) 


SPECIAL    STUDIES    OF    HIGH    SCHOOLS 


211 


DISTRIBUTION  OF  SUPERINTENDENTS'  AND  PRINCIPALS'  TIME  BASED 
ON  2  DAYS  PRECEDING  DAY  OF  SURVEY 


Principal 

Superintendent 

Number  reporting   

19 

Number  of 
Hours 

Percent 

20 

Number  of 
Hours 

Percent 

Tim6  spent  in  office 

28.5 
181.8 

14.0 
20.3 
5.5 

13.0 
6.0 
1.0 
3. 
3.0 

10.2 
65.3 

5.0 
7.3 
2.0 

4.7 
2.2 
.4 
1.3 
1.1 

37.0 
176.8 

22.7 
32.8 
6.5 

20.0 
5.5 
2.5 
5.7 
1.5 
.3 
4. 
315.3 
7.9 

11.7 
56.1 

7.2 
10.1 
2.6 

6.3 
1.7 
.9 
1.8 
.5 
.1 
1.3 
100.0 

Teaching 

Supervising  — 
High   school 

Grades 

Athletics 

Conference  — 
Teachers    

Students   

Parents   

School  board    

Others   

Visiting   homes          

Other  school  business.   . 

2.0 
278.1 
7.3 

.7 
100.0 

Total  

Average  per  day 

Reports  from  13  typical  high  schools  in  townships,  special  districts  and 
villages  were  full  enough  to  throw  some  light  on  the  question  of  mor- 
tality in  high  schools.  At  least  the  data  are  sufficiently  suggestive  to 
warrant  the  keeping  in  all  high  schools  all  records  necessary  for  a 
state  wide  study  of  high  school  mortality 

The  weak  position  of  modern  languages  in  the  table  given  below  is  typical 
of  small  high  schools  everywhere.  Latin  in  these  schools  has  the 
right  of  way  and  through  force  of  necessity  French  and  German  are 
apt  to  be  crowded  out  entirely  or  to  be  *o  poorly  taught  ai  to  lead  to 

high  student  mortality 


212' 


OHIO   STATE   SCHOOL   SURVEY   REPORT 


FAILURES  BY  SUBJECT  OR  GROUPS  OF  SUBJECTS  IN  13  HIGH  SCHOOLS 
IN  TOWNSHIP,  SPECIAL  AND  VILLAGE  DISTRICTS 


Net 
Enrollment 

Percent  of  net 
enrollment  not 
finishing  course 

Percent 
of  Pupils 
who  failed 

Percent 
of  Pupils 
who  passed 

Dropped 
Study 

Left 
School 

Studies 

Percents 

English 

643 
738 
628 
420 
487 
29 

1.7 
1.2 
.9 
1.7 
4.7 
6.9 

9.1 

7.7 
6.5 
5.9 
5.5 
13.8 

3.4 
8.4 
3.3 
5.2 

8.8 
3.4 

86.2 
82.7 
89.2 
87.1 
80.9 
75.9 

Mathematics    

Science 

History  and  civics.. 
Ancient  languages.  . 
Modern   languages  .  . 
Manual    training, 
sewing  and   cook- 
ing            

Other  subjects  

2 

100.0 

XIV     LIVINH  CONDITIONS  OF  TEACHER 


One  percent  of  the  teachers  in  one  room  township  schools  received 
less  than  the  minimum  legal  salary 

The  most  common  salary  for  teachers  in  one  room  rural  schools  is 
$320  per  annum — the  legal  minimum 

The  most  common  salary  for  teachers  in  centralized,  special  district 
and  village  schools  is  $420  per-annum  or  over 

SALARIES    OP    TEACHERS   VISITED 


Township 

Special 
District 

Village 

One  Room 

Centralized 

Number 
Number 

of  teachers  visited  

592 
585 

26 

22 

Perce 

13 
13 

25 
22 

of  teachers  reported  on. 

Salary  per  year 

mts 

$280  .  . 

1.0 
40.5 
19.7 
15.0 
23.8 

$320  .  . 

15.4 

$320  to 
$360  to 
$420  an 

$360  

m 

$420   

40.9 
59.1 

38.4 
46.2 

31.8 
68.2 

d   over  

COST  OF  BOARD  AND  LODGING  PER  WEEK  OF  TEACHERS  VISITED 


One  Room    Centralized 

Number  of  teachers 

visited  

592                        26 

Number  of  teachers 

reported  on  

537                        21 

Cost 

Percents 

Live  with  parents  ai 

id  pay  nothing  

15.6                     61.1 

$2.50  or  less 

12.6      

Over  $2  50 

71.7                     38.9 

Township 


(213) 


214  OHIO    STATE    SCHOOL    SURVEY    REPORT 

With  the  exception  of  teachers  in  centralized  schools,  the  majority  of 
teachers  paid  more  than  $2.50  per  week  for  board  and  lodging.  So 
large  a  proportion  of  the  teachers  in  centralized  schools  lived  with 
their  parents  and  either  paid  no  board  or  only  nominal  board,  that 
the  percentage  paying  over  $2.50  is  much  less  than  in  the  case  of 
other  schools  surveyed.  In  this  connection  it  is  well  to  note  that 
teachers  must  pay  for  board  and  lodging  all  the  year  round,  al- 
though they  receive  but  8  or  10  monthly  salary  checks 

The  salaries  of  24.3%  of  township  teachers  were  not  paid  to  date 

31.5%  of  the  township  teachers  interviewed  lived  in  the  districts  where 
they  taught,  at  least  during  the  school  week;  68.5%  lived  outside  of 
the  districts  they  served.  65.8%  of  the  teachers  lived  with  parents 
either  inside  or  outside  the  district 

18.5%  lived  less  than  one-half  mile  from  school;  12.0%  lived  one-half 
to  one  mile  from  school ;  69.5%  lived  one  mile  or  over  from  school 

Thirty-four  teachers  reported  that  they  could  not  get  satisfactory 
board  within  one  mile  of  the  schools 

Nineteen  teachers  reported  that  they  had  no  rooms  where  they  might 
study  and  prepare  work  for  school 

Only  4  teachers  reported  their  boarding  places  unsatisfactory 

The  conditions  under  which  rural  teachers  are  required  to  live  go  far 
to  explain  why  so  many  rural  teachers  are  not  trained  and  why  so 
few  of  them  remain  in  the  work  more  than  2  or  3  years.  The 
problem  of  how  to  obtain  and  retain  trained  rural  teachers  is  at 
bottom  an  economic  one.  Increased  requirements  for  teachers  must 
be  accompanied  by  increased  remuneration.  This  should  be  ac- 
companied by  a  state  wide  teachers*  pension  system,  as  in  large 
areas  of  the  state  salaries  will  probably  never  be  sufficiently  high 
to  enable  teachers  without  assistance  to  save  a  competency  for  old 
age.  If  the  nation  finds  it  to  its  advantage  to  educate,  and  support 
while  being  educated  officers  for  the  army  and  navy  and  to  liberally 
pension  all  officers  after  their  years  of  service,  it  would  surely  be 
good  policy  for  the  state  not  only  to  contribute  more  to  the  expense 
of  educating  teachers,  but  to  organize  a  state  system  of  teachers' 
pensions  to  the  support  of  which  teachers  and  state  might  both 
contribute 


XV     OUTSIDE  COOPERATION  WITH   RURAL 

SCHOOLS 


Why  outside  cooperation  with  rural  schools 
was  studied 

To  learn  what  Ohio's  rural  school  system  is  and  how  far  it  has  count, 
the  Survey  Commission  studied  the  teaching  efficiency,  legal  pro- 
visions, methods  of  management  and  physical  conditions.  To 
learn  in  what  direction  it  is  headed  and  its  self-propelling  power, 
it  studied  the  extent  of  public  interest  in  rural  school  needs  apart 
from  taxpaying  and  voting,  and  the  various  methods  by  which  such 
interest  has  been  expressing  itself.  This  part  of  the  inquiry  was 
conducted  by  Miss  Elsa  Denison  of  the  New  York  Bureau  of  Munici- 
pal Research.  Miss  Denison  is  the  author  of  a  book  entitled,  "Help- 
ing School  Children" 

Obvious  as  are  the  obstacles  to  continuous  outside  cooperation  with 
rural  schools,  obstacles  shrink  before  examples  of  outside  helpful- 
ness like  these : 

Farm  Women's  Clubs  ''scored"  37  rural  schools  and  listed  their 
needs ;  the  Century  Club  of  Chillicothe  gives  yearly  health  talks 
in  country  schools ;  580  local  granges  discussed  rural  school  prob- 
lems at  their  meetings  last  year;  81  granges  worked  to  secure 
better  instruction  in  agriculture;  business  men,  bankers  and  in- 
dividuals gave  over  400  free  trips  to  Washington  for  corn  contest 
winners;  the  Y.  M.  C.  A.  conducts  county  athletic  leagues  in  5 
counties ;  the  Women  of  Lebanon  hold  yearly  garden  contests  for 
public  school  children,  etc. 

What  is  done  for  one  school  may  be  done  for  all  schools.  What  one 
woman's  club  does,  all  women's  clubs  may  do.  The  School  Survey 
report  shows  that  the  need  and  the  opportunity  are  everywhere. 
What  groups  have  done  here  and  there  offers  inspiring  suggestions 
for  all  women's  clubs,  all  granges,  all  business  men's  organizations, 
all  libraries,  all  medical  and  dental  associations,  etc.,  in  places  not 
yet  awake  to  the  need  and  opportunity  for  outside  cooperation 

The  illustrations  here  given  are  taken  from  (i)  answers  to  question- 
naires sent  to  1,700  organizations  in  October,  1913;  (2)  interviews 

(215) 


21 6  OHIO    STATE   SCHOOL    SURVEY   REPORT 

with  the  heads  of  state  departments  and  state-wide  organizations, 
supplemented  by  (3)  published  reports  and  current  records,  (4) 
written  statements  from  agencies  in  answer  to  requests  to  make 
clear  and  to  elaborate  their  replies.  Reports  have  not  been  tested 
by  field  visits  owing  to  the  lack  of  time  and  funds.  The  exceed- 
ingly small  proportion  of  those  addressed  who  answered  does  not 
necessarily  mean  that  those  not  answering  have  no  cooperation  to 
report.  On  the  contrary  there  are  doubtless  many  private  agencies 
active  and  helpful  for  rural  schools  which  are  not  included  here. 
There  is  also,  no  doubt,  a  large  number  of  individuals  who  are  help- 
ing their  own  schools  through  gifts,  visits  and  suggestions,  like  the 
citizen  of  one  county  who  is  to  give  a  new  high  school  building, 
another's  varied  work  for  school  girls  in  Hamilton  County,  and  the 
farmer  who  found  himself  so  interested  he  didn't  dare  go  near  the 
school  to  which  he  had  already  given  a  garden,  stove,  piano,  etc. 

To  list,  explain  and  reiterate  specific  helpful  next-steps  for  individuals 
and  agencies  willing  and  able  to  help  rural  schools  is  the  purpose 
of  the  division  of  cooperation  recommended  for  the  Bureau  of  Effi- 
ciency and  Economy  in  the  office  of  the  state  Superintendent  of  Public 
Instruction 


How  women's  organizations  help  rural  schools 

Five  organizations  include  the  greater  part  of  women's  club  interest 
in  Ohio.  The  returns  here  reported  are  by  no  means  exhaustive 
and  barely  touch  on  work  for  city  schools.  The  interest  shown  by 
the  officers  of  the  state  women's  organizations  in  the  School  Survey 
Day  celebrations,  in  the  Educational  Congress,  and  in  the  oppor- 
tunities for  developing  club  cooperation  with  rural  schools,  proves 
the  almost  unlimited  potential  value  of  women's  helpfulness  if  gen- 
erally enlisted,  and  justifies  the  program  for  a  joint  School  Survey 
Council  outlined  on  p.  222 


Farm  Women's  Clubs 

Thirty-two  Farm  Women's  Clubs  in  21  counties  or  72%  of  the  clubs 
written  to  filled  out  in  November,  1913,  simple  "score  cards"  for  30 
one  room  and  7  centralized  schools  in  their  districts.  These  scor- 
ings by  farm  women  lead  to  the  same  conclusions  about  rural  school 
needs  as  do  the  elaborate  scorings  of  the  regular  field  survey.  Farm 
women  were  also  asked  to  report  in  detail  what  was  most  needed 
in  the  way  of  equipment,  cleaning  and  repairs.  In  the  37  schools 
the  most  pressing  needs  were  listed  as : 


OUTSIDE    COOPERATION  217 

Shades  for  windows  in  10  schools;  new  paper  for  walls  in  8;  more 
books  in  7 ;  globes  and  maps  in  5 ;  repaired  or  new  outhouses  in  5 ; 
manual  training  in  4;  sheltered  place  for  play  in  4;  new  desks  in 
4;  covered  drinking  pail  in  4;  improvement  in  heating  in  3;  jack- 
eted stoves  in  3;  walks  around  the  school  in  3;  repairs  for  floors 
in  3 ;  more  room  for  children  in  2 ;  pure  water  supply  in  2 ;  better 
teachers  in  2 ;  coal  houses  and  shelves'  for  lunch  pails  in  2 

One  school  was  said  in  each  case  to  need  domestic  science,  an 
assembly  hall,  improvement  in  ventilation,  drinking  cups,  cleaner 
outhouses,  agricultural  apparatus,  physics  equipment,  hot  lunch, 
better  desks,  play-ground  apparatus,  more  ground,  new  front 
steps,  musical  instruction,  £  storm  front  door,  fire  protection, 
organ,  a  new  broom,  a  "couple  of  chairs,"  centralization,  decora- 
tion, stove  cleaned,  oil  for  floors,  blackboard  painted,  waste 
baskets,  "teacher  with  common  sense" 

Other  farm  women  wrote :  "As  a  general  thing  parents  do  not 
visit  schools  enough.  The  people  do  not  put  forth  effort 
enough  to  have  the  proper  township  board  of  education.  It 
seems  any  man  does  tor  some  people  just  so  he  can  say  yes  or 
no  to  suit  someone  else" 

"Our  township  at  present  is  in  a  chaotic  condition.  They  voted 
centralization  last  spring  with  no  funds  in  sight  to  build.  They 
have  combined  2  and  3  districts  into  i  and  are  holding  sessions 
at  different  sections  over  the  township" 

One  teacher  wrote :     "Our  school  board  refuses  to  buy  paint  for 
the  walls  (cost  less  than  $1.50).     I  offered  to  do  the  work  my- 
self if  the  board  would  buy  the  paint,  but  it  availed  nothing. 
The  literary  society  which  met  in  the  school  house  for  a  year 
or  two  has  a  little  money  in  its  treasury  with  which  we  expect 
to  buy  some  pictures.     I  am  painting  the  woodwork  on  the 
inside  of  the  house,  but  not  with  money  furnished  by  the  board" 
The   Farm  Women's  Club   at   Ira  put  a  sanitary  fountain  in   the 
school  and  new  shades  at  all  the  windows.     Members  got  their 
husbands  to  repaint  the  walls,  and  the  club  women  are  frequent 
visitors  at  the  school.     Another  club  voted  to  teach  sewing  at 
the  school,    by  taking  turns    one  afternoon    a  week.     A  third 
started  a  school  library.     An  extension  course  in  domestic  science 
was    given    in    the    school    basement    under    Farm    Women's    Club 
auspices.     Several  clubs  are  working  for  centralization 
About  20  women  make  up  each  of  the  44  Farm  Women's  Clubs, 
organized   during  the  last   2  years  in  24  counties,   usually   within 
a  school  district.     Clubs  are  urged  to  meet  in  schools  and  to  invite 


2l8  OHIO    STATE    SCHOOL    SURVEY    REPORT 

teachers  to  their  sessions.  In  several  districts  the  school  is  the 
regular  meeting  place.  New  clubs  are  constantly  being  formed 
when  a  few  women  get  together  as  a  neighborhood  group.  A 
State  Federation  of  Farm  Women  was  formed  at  the  State  Fair 
in  September,  1913 

Every  month  The  Ohio  Farmer,  the  official  organ  of  the  clubs,  pub- 
lishes the  outline  for  club  study  and  meetings,  and  each  year  at 
least  one  month's  attention  has  been  devoted  to  public  schools. 
Whenever  possible  other  topics  are  given  a  school  application, 
such  as  ornamental  planting,  discipline,  nourishing  food,  defective 
children,  etc.  In  July,  1911,  when  the  topic  was  "Rural  Schools," 
the  lesson  in  The  Ohio  Farmer  referred  to  a  bulletin  of  the  State 
University,  "The  Country  Schools  of  Ohio,"  as  a  text.  Sixteen 
U.  S.  government  publications,  8  state  reports  and  13  magazine 
articles  were  listed  as  references.  The  subjects  for  discussion 
covered  (i)  the  country  school  teacher;  (2)  industrial  education 
in  rural  schools;  (3)  school  library ;  (4)  cooperation  between 
home  and  school ;  (5)  school  buildings  and  grounds ;  (6)  central- 
ized and  consolidated  schools;  (7)  the  school  as  a  social  center 
and  (8)  uniform  text  books 

Ohio  Federation  of  Women's  Clubs 

Typical  of  what  women's  clubs  might  be  doing  everywhere  is  the 
report  by  the  Excelsior  Club  of  Spencerville  with  20  members. 
"We  have  been  able  to  place  pictures  in  all  the  rooms  of  our  public 
school,  a  number  of  books  on  art  in  the  library,  to  pay  $25  on  the 
high  school  piano  and  to  place  teeter  boards  on  the  school  ground. 
Yesterday  we  organized  a  parents'  and  teachers'  club,  so  you  -see  we 
expect  to  do  more  in  the  future.  The  Clio  Club  helped  in  this  work" 

The  Wyoming  Monday  Club  contributed  toward  the  furnishing  of  a 
rest  room  for  teachers  in  the  village  school.  It  has  furnished  pic- 
tures occasionally  and  combined  with  other  clubs  to  purchase  a 
handsome  flag  for  the  school 

The  Women  of  Lebanon  "have  for  2  years  conducted  successful 
garden  contests  among  public  school  children — prizes  of  $75  being 
offered  by  the  Civic  Trust  of  Lebanon.  The  gardens  are  duly  in- 
spected and  at  the  close  of  the  season  an  exhibition  of  vegetables 
and  flowers  is  held.  The  club  has  also  introduced  the  Junior 
Audubon  work  in  some  of  the  rural  schools,  and  prizes  donated  by 
the  Civic  Trust  have  been  awarded  to  pupils  writing  the  best 
essays  on  birds" 


OUTSIDE    COOPERATION 

The  Women's  Tourist  Club  of  Mechanicsburg  assisted  in  securing 
money  for  school  room  equipment,  books  for  the  library,  free  lec- 
tures in  the  school  house  and  planted  trees  about  the  school  build- 
ings 

The  Willoughby  Woman's  Club  is  the  only  club  reporting  a  com- 
mittee on  rural  schools.  This  club  has  bought  pictures  for  the 
school,  Victrola  records,  and  has  agitated  for  a  much-needed  new 
building 

The  Century  Club  of  Chillicothe  sent  a  committee  to  visit  the  teachers' 
institutes  in  1912-1913.  Last  year  the  teachers  were  shown  how  to 
make  paper  drinking  cups.  Th£  club  wrote  to  all  school  boards  in 
the  county  asking  them  to  buy  paper  for  the  schools  and  to  look 
into  the  matter  of  good  wells,  individual  cups,  etc.  In  1913,  each 
school  was  given  a  large  "Health  Card"  to  be  hung  in  the  school 
room,  and  a  short  talk  on  disease  prevention  was  given  by  the 
committee,  urging  the  institution  of  "Health  Day"  in  the  schools. 
The  club's  latest  work  is  a  "Chew  Your  Own  Pencil"  campaign. 
The  Century  Club  is  the  only  one  of  157  city  clubs  written  to 
which  reports  the  slightest  interest  in  rural  schools 

The  following  instances  of  helpful  work  by  city  clubs  for  city  schools 
indicate  what  could  be  done  by  village  clubs  for  village  schools,  and 
by  all  clubs  for  rural  schools : 

One  thousand  dollars  pledged  for  beautifying  school  grounds  in 
London,  landscape  gardener  engaged,  hedges  and  shrubs  planted; 
playgrounds  carried  on  7  years  until  taken  over  by  city  (Colum- 
bus) ;  school  visiting  committee  and  relief  giving  for  needy  chil- 
dren by  Woman's  Club  of  United  Commercial  Travelers  (Colum- 
bus) ;  $50  for  domestic  science  equipment,  ward  meetings  of 
mothers  «nd  teachers  (Defiance)  ;  home  garden  contests  (Sidney)  ; 
library  organized  and  supported  for  4  years  (New  Philadelphia)  ; 
free  school  library  to  cultivate  good  taste  in  reading  (Toledo)  ; 
baths  and  sanitary  fountains  installed  (Elyria)  ;  traveling  ex- 
hibit of  pictures  (Cincinnati)  ;  Thanksgiving  baskets  for  needy 
(Marion)  ;  2  scholarship  girls  (Piqua)  ;  playgrounds  and  free 
kindergarten  started,  district  nurse  examines  children  and  talks 
to  mothers,  boys'  gardens,  talks  to  all  schools  on  civics  (Zanes- 
ville)  ;  free  breakfasts  for  175  needy  school  children,  7  scholarship 
pupils,  1,376  garments  distributed  through  principals  (Cleveland)  ; 
bubbling  fountain  (Granville) 

Of  292  federated  clubs  and  city  federations,  other  than  purely  study 
clubs,  which  received  a  questionnaire  in  October,  245  or  84%  did 


220  OHIO   STATE   SCHOOL   SURVEY   REPORT 

not  answer.  Ten  of  the  47  clubs  answering  were  in  villages.  Only 
7  of  292  clubs  reported  interest  in  rural  schools  last  year ;  14  of  the 
47  clubs  reporting  said  they  would  be  interested  in  future  study  ,  of 
rural  school  conditions  and  would  like  to  be  furnished  with  blanks 
for  that  purpose 

Mothers'  Clubs 

The  cooperation  of  individual  mothers'  clubs  and  parent  teacher  asso- 
ciations is,  of  course,  usually  devoted  to  one  particular  school. 
How  helpful  this  interest  could  be  for  village  as  well  as  city  schools 
is  indicated  by  these  instances :  club  secured  books  for  teachers  and 
pupils,  pictures,  a  rest  room,  relief  for  needy  children  (Bedford)  ; 
relief  committee  used  by  all  teachers  (Lancaster) ;  prizes  for  essays 
on  "Care  of  the  Teeth;"  talks  in  school  by  a  dentist,  monthly 
parents'  meetings,  garments  made  for  "dozens  of  needy  children" 
(Xenia)  ;  2  lots  bought  for  school  playground,  evening  entertain- 
ments in  schools  (Cleveland) 

How  grateful  school  officials  are  for  this  kind  of  helpfulness  is  shown 
by  one  superintendent,  writing  about  the  Mothers'  Club  of  the 
Madisonville  schools  in  Cincinnati:  "The  first  object  of  the  asso- 
ciation (1897)  was  to  look  after  the  kindergarten,  and  this  was  done 
at  a  time  when  the  school  board  was  in  poor  financial  condition. 
The  association  placed  additional  equipment  in  the  room ;  for  2 
years  they  paid  the  teacher's  salary,  the  board  furnishing  the  room ; 
later  the  board  paid  the  salary  and  the  Mothers'  Club  furnished  the 
room.  In  1905  the  Mothers'  Club  said  to  the  board  of  education. 
'If  you  will  equip  and  maintain  a  manual  training  department  for 
the  boys  we  will  equip  and  maintain  a  domestic  science  department 
for  the  girls.'  The  equipment  of  the  domestic  science  department 
cost  the  club  about  $500,  the  maintenance  for  2  years,  instructor 
and  supplies,  instructor  giving  but  part  time,  about  $700.  At  the 
end  of  this  time  the  board  was  financially  able  to  take  over  the 
expense  of  the  domestic  science  department.  The  Mothers'  Club 
then  maintained  for  2  years  the  art  .work  in  the  schools,  paying 
the  instructor  $250  a  year.  The  board  of  education  then  assumed 
responsibility  for  the  art  work  and  the  Mothers'  Club  turned  their 
attention  to  a  campaign  for  better  housing  of  the  children.  They 
allied  themselves  with  the  other  women's  organizations  of  the  city 
and  formed  what  was  known  as  the  Madisonville  Women's  Welfare 
Association.  Their  committee  inspected  and  stamped  all  of  the 
literature  sent  out  to  the  people ;  they  also  undertook  the  distribu- 
tion of  the  same.  The  school  house  was  built  and  in  1909  the 
Mothers'  Club  began  an  active  campaign  for  pictures  to  be  given 


OUTSIDE   COOPERATION  221 

to  the  school.  They  raised  and  expended  the  sum  of  about  $1,000. 
They  also  gave  a  piano  the  same  year  to  the  gymnasium.  In 
September,  1911,  the  Madisonville  school  was  absorbed  by  the  Cin- 
cinnati school  system.'  Under  the  new  regime  the  sanitary  condi- 
tion affecting  the  child  was  not  as  well  cared  for  as  under  the  Madi- 
sonville board  of  education,  and  so  the  Mothers'  Club  undertook  the 
work  of  furnishing  a  supply  of  clean  towels  and  soap  to  be  used  by 
the  pupils.  The  Mothers'  Club,  too,  is  looking  after  the  landscap- 
ing of  the  school  yard.  They  also  paid  into  an  annuity  fund  for 
one  of  the  faithful  teachers  whose  active  service  was  impaired 
through  age.  These  are  the  outward  things  the  Mothers'  Club  has 
done  for  the  school,  but  the  resttlt  has  been  that  they  have  fostered 
a  spirit  of  cooperation  between  the  home  and  the  school  that  has 
led  the  community  in  educational  uplift" 

The  Ohio  Congress  of  Mothers  has  15  branches  outside  of  Cleveland, 
where  there  are  41  local  clubs  forming  the  Cleveland  Congress  of 
Mothers.  Of  the  15  clubs  in  other  cities,  only  6  answered  the  com- 
mission's questionnaire.  Two  of  these  reported  interest  in  village 
schools.  There  are,  of  course,  numerous  other  mothers'  clubs  and 
parent-teacher  organizations  not  affiliated  with  the  Congress  of 
Mothers, — how  many  cannot  be  estimated 

Many  other  examples  of  .help  given  by  mothers'  clubs  to  individual 
schools  could  be  cited.  Unfortunately  the  reports  of  what  each 
club  does  during  the  year  have  not  been  collected,  filed  or  made 
available  to  other  groups  wanting  suggestions  for  school  work 

Daughters  of  the  American  Revolution 

D.  A.  R.  connection  with  public  schools  in  Ohio  has  been  chiefly 
through  patriotic  education  committees.  For  example :  prizes  for 
best  essay  on  colonial  history  (Lima)  ;  medal  to  best  8th  grade 
U.  S.  history  scholar  (Kenton)  ;  prizes  in  gold  for  best  senior  essays 
(Miami)  ;  3  medals  for  best  essay  on  the  Revolution  (Canton)  ;  pub- 
lic lectures  in  schools  on  patriotic  subjects;  help  in  the  school 
observance  of  national  holidays.  One  chapter  (Kenton)  urged  the 
use  of  a  disinfectant  for  sweeping  and  better  sanitary  arrangements, 
gave  seeds  and  prizes  for  beautification  of  school  yards  in  a  contest 
entered  into  by  200  pupils 

Only  9  of  the  57  Ohio  chapters  answered  the  questionnaire.  But  4 
of  these  indicated  future  interest  in  rural  schools.  Two  plan  co- 
operation through  rural  school  committees.  One  chapter  "con- 
tributes to  the  education  of  southern  mountain  whites"  (not 
Ohio's) 


222  OHIO   STATE    SCHOOL    SURVEY   REPORT 

Association  of  Collegiate  Alumnae 

There  are  over  1,200  college  graduates  eligible  to  the  3  branches  of  the 
A.  C.  A.  at  Cleveland,  Columbus  and  Cincinnati.  They  reported 
no  work  for  public  schools  so  far.  However,  in  November,  1913, 
the  Columbus  branch  took  the  initiative  in  bringing  before  college 
women  throughout  the  state,  the  majority  of  whom  live  in  small 
towns  or  rural  communities,  a  program  for  rural  school  cooperation 
during  the  next  year.  Letters  were  first  sent  to  500  graduates  ask- 
ing their  interest  for  School  Survey  Day.  A  card  file  and  pin  map 
of  all  college  women  was  prepared  as  well  as  score  cards  similar 
to  those  used  by  the  Farm  Women's  Clubs.  Each  college  graduate 
will  be  urged  to  report  on  the  needs  of  at  least  i  rural  school  and 
help  secure  the  improvements  found  desirable 

Suggestions  for  increasing  club  cooperation 

If  among  the  interests  of  organized  women  in  Ohio  rural  school  im- 
provement were  emphasized  for  i  year,  the  results  would  be 
astonishing.  If  all  local  clubs  in  each  of  these  5  groups  were  doing 
what  only  a  very  small  fraction  reports,  the  benefits  to  schools  can 
easily  be  pictured.  In  the  hope  of  bringing  aboutt  more  and  con- 
tinuous interest  by  women's  organizations  in  rural  schools,  espe- 
cially in  using  School  Inquiry  findings,  Governor  Cox,  in  Novem- 
ber, 1913,  asked  the  presidents  of  these  5  groups  to  appoint  a  repre- 
sentative to  serve  on  a  joint  School  Survey  Council  and  to  meet 
first  at  the  time  of  the  Educational  Congress,  December  5  and  6 

The  following  suggestions  are  offered  for  this  Council  by  the  com- 
mission : 

That  the  representatives  of  the  5  state  organizations  of  women  be 
appointed  to  serve  2  years 

That  a  member  be  elected  -chairman  and  another  secretary  for  2! 
years 

That  meetings  of  the  School  Survey  Council  be  held  at  least  twice  a 
year,  in  the  office  of  the  state  Superintendent  of  Public  Instruct 
ion. 

That  the  state  Superintendent  be  always  asked  to  attend  and  the 
other  state  officials  when  their  help  is  needed 

That  members  of  this  Council  have  currently  on  record 

(i)  The  number  and  location  of  local  clubs  or  members  who  are 
already  interested  in  work  for  rural  schools 


OUTSIDE   COOPERATION  223 

(2)  The  number  and  location  of  those  who  are  not  but  might  be 
interested 

(3)  A  list  of  the  rural  schools  by  county,  township  and  school  dis- 
trict with  which  local  members  are  in  touch 

(4)  Other   facts    about   the    school    cooperation   of    each    state 
organization,  what  clubs  and  individuals  have  done  already 
and  what  remains  to  be  done 

That  a  list  be  kept  currently  up  to  date  of  individual  schools  as  yet 
not  scored  and  helped  by  women's  clubs 

That  the  Council  endeavor  to  work  through  local  clubs  in  each 
locality,  and  a  local  committe  devoted  to  rural  school  improve- 
ment, representing  women's  organizations,  business  men,  granges, 
libraries,  charitable  agencies,  medical  and  dental  associations, 
universities  or  colleges,  teachers'  organizations 

How  the  State  Orange  is  helping  schools 

Five  hundred  eighty  of  the  600  granges  with  over  44,000  members 
in  Ohio  discussed  at  some  meeting  some  phase  of  the  rural  school 
question  during  the  past  year,  1912-1913;  21  local  granges  report  a 
committee  on  schools  which  visits  the  school  from  twice  a  year  to 
once  a  month ;  members  of  101  granges  are  urged  to  visit  their 
schools;  in  66  granges,  members  report  bad  conditions  in  schools; 
in  147  granges  members  are  urged  to  work  for  the  best  men  on 
boards  of  education ;  in  92  granges  the  women  have  been  requested 
to  vote  at  school  elections ;  37  of  600  granges  have  held  open  meet- 
ings for  teachers  and  scholars;  90  granges  have  taken  action  to 
secure  township,  high  or  centralized  schools ;  the  employment  of  a 
township  superintendent  has  been  urged  by  88  granges 

One  grange  donated  to  a  school  a  library  of  40  volumes  on  agriculture 
and  domestic  science ;  another  gave  an  organ,  laid  cement  walks, 
offered  prizes  for  best  essays  on  agriculture  or  domestic  science, 
offered  a  scholarship  at  the  State  University.  Other  granges  re- 
port that  they  plan  to  paper  the  school  house,  buy  better  lights,  hold 
a  lecture  course  for  the  benefit  of  township  schools.  How  close 
the  connection  can  be  with  schools  is  illustrated  in  one  case  where 
township  and  high  school  superintendents,  nearly  every  teacher  and 
all  members  of  the  board  of  education  are  grangers.  Another 
grange  always  meets  Friday  night  in  the  high  school  auditorium 
and  nearly  half  of  the  membership  is  made  up  of  "young  people  who 
go  to  school" 


224  OHIO   STATE   SCHOOL   SURVEY   REPORT 

Each  of  the  50  Pomona  granges  reports  that  (it  has  taken  an  active 
interest  in  education  during  the  past  year;  12  Pomona  granges 
report  a  county  committee  on  schools;  the  Pomona  grange  of 
Coshocton  County  adopted  in  June,  19.12,  a  uniform  report  for 
scoring  all  the  schools  in  the  county 

The  State  Lecturer  has  made  it  a  part  of  his  annual  program  to  dis- 
cuss some  phase  of  the  question  of  how  the  grange  can  improve  the 
schools.  In  cooperation  with  the  School  Survey  Commission,  a 
questionnaire  was  sent  in  November,  1913,  to  600  local  masters  and 
to  50  Pomona  granges.  The  answers  were  tabulated  by  the  State 
Lecturer 

Sixty  granges  which  had  taken  no  definite  action  about  school  im- 
provement report  that  they  will  study  the  question  along  the  lines 
above  suggested.  One  wrote,  "We  will  get  busy  at  once."  An- 
other, "If  these  20  or  25  pupils  were  cattle  we  would  look  after  them 
once  every  2  or  3  days.  But  as  it  is  we  trust  all  to  the  teacher, 
not  even  visiting  him  and  talking  matters  over."  Referring  to 
the  questionnaire,  one  master  wrote:  "This  is  the  first  thing  of 
this  kind  that  has  come  before  me.  If  you  have  anything  thai 
you  can  send  us  that  will  help  us  get  started  on  this  work,  we 
would  be  very  thankful  for  the  same" 

Suggestions  for  increasing  grange  cooperation 

That  the  state  officers  of  the  grange  appoint  a  committee  to  consist 
of  the  lecturer  and  4  deputy  or  Pomona  masters  (preferably  in- 
cluding 2  women),  representing  4  sections  of  the  state  to  co- 
operate with  the  state  Superintendent  of  Public  Instruction  in  a 
continuous  effort  to  secure  more  attention  from  local  granges  to 
school  improvement 

That  this  grange  School  Council  issue  to  local  members  uniform 
score  cards  for  rural  schools,  dealing  mostly  with  physical  condi- 
tions and  equipment;  one  copy  to  be  filed  with  the  chairman 
of  the  council,  a  duplicate  in  the  office  of  the  Superintendent  of 
Public  Instruction 

That  this  Council  cooperate  freely  with  the  division  of  cooperation 
of  the  Bureau  of  Economy  and  Efficiency  to  be  established  in  the 
office  of  the  state  Superintendent  of  Public  Instruction 


OUTSIDE   COOPERATION 


225 


How  county  fair  boards  stimulate  school 
improvement 

Three  hundred  ninety-five  superintendents  of  schools  who  re- 
ported to  the  Survey  Commission  out  of  942  stated  that  during  the 
last  5  years  county  fair  exhibits  of  school  work  had  been  made  by  16 
city  districts  (26%  of  those  reporting) ;  21  township  districts 
(21%)  ;  35  village  districts  (18%)  ;  5  special  districts  (10%)  ;  a  total 
of  77  school  districts  or  19%  of  those  reporting 

These  educational  exhibits  include  manuscript  work  and  sets  of  papers  in 
arithmetic,  spelling,  geography,  history,  language,  physiology,  music, 
kindergarten  work,  drawings,  maps  and  charts,  essays,  plant,  insect, 
bird  and  soil  studies,  manual  training  and  sewing,  as  summarized  in  the 
following  table : 


Special 
Districts 

Townships 

Villages 

Cities 

Total 

No.    districts    asked    to 
report          •                 .  • 

172 

264 

425 

80 

941 

No.  of  districts  reporting 
Exhibits 
None     

48 
35 

98 
64 

188 
108 

61 
30 

395 
237 

Agricultural 

8 

23 

21 

3 

55 

3 

10 

28 

11 

52 

4 

6 

23 

15 

48 

Manual  training   ....... 

1 

7 

11 

16 

35 

General  school  work  .... 
Domestic  science     .  . 

1 

2 

6 
6 

21 
10 

4 
7 

32 
25 

Flowers 

1 

5 

3 

3 

12 

Handiwork 

2 

2 

3 

7 

14 

Penmanship    

2 

3 

8 

3 

16 

Laboratory    work 

2 

4 

1 

7 

Weaving               

1 

2 

3 

6 

Putnam  County  offers  a  special  set  of  premiums  for  penmanship  displays. 
Some  fair  boards  set  certain  contests  for  school  children's  exhibits. 
For  example,  Hardin  County  required  for  penmanship  displays,  the 
writing  of  the  Twenty-third  Psalm,  The  Children's  Hour,  The  Bare- 
foot Boy.  Premiums  from  $2  to  $10  are  offered  to  each  school  making 
a  certain  standard  exhibit  or  to  township  displays.  In  Warren  County 
each  school  exhibiting  receives  a  set  of  books.  The  amount  in  premiums 
for  winners  varies  from  $25  to  $950.  Free  admission  is  often  offered 
to  school  children  or  on  "children's  day."  Many  counties  have  special 

15 


s.  s. 


2-26  OHIO    STATE   SCHOOL    SURVEY   REPORT 

"educational  halls"  for  school  exhibits.  The  rules  for  contests  and 
list  of  premiums  for  educational  exhibits  are  included  in  the  regular 
fair  prospectus.  In  some  counties  juvenile  contests  are  advertised  in 
.newspapers;  in, others  separate  folders  are  prepared  for  teachers 

Rural  schools  are  included  in  most  of  the  county  exhibits.  In  4  counties 
some  premiums  are  for  rural  schools  alone,  as  in  Hardin  County,  and 
prizes  are  given  in  books  and  pictures.  In  Wood  County  there  is  a 
special  class  for  ungraded  schools  with  premiums  for  children  of  dif- 
ferent 'ages.  School  displays  of  the  results  of  agriculture  teaching 
include  corn,  wheat,  potatoes,  apples,  vegetables,  stock  for  boys,  baking 
and  sewing  and  flower  growing  for  girls,  also  .nature  study  in  the 
schools 

Where  educational  exhibits  are  held  each  year  fair  boards  seem  to  con- 
sider them  successful  in  "stimulating  interest  in  education"  and  in 
making  "children  and  parents  more  interested  in  the  fair  as  a  whole." 
Ten  fair  boards  reported  either  that  schools  would  not  cooperate  or 
the  board  had  not  yet  taken  up  educational  features.  "Schools  haven't 
shown  any  disposition  to  take  part.  .  .  .  No  interest.  .  .  .  Comes 
wrong  time  of  year.  .  .  .  Have  not  had  any  since  1905.  .  .  . 
Teachers  did  not  like  to  prepare  for  it.  ...  Teachers  do  not  take 
interest  they  should  in  encouraging  local  contests" 

Fair  boards,  county  agricultural  and  crop  improvement  societies  con- 
tributed over  100  free  trips  to  Washington  in  1913  as  awards  to  county 
corn  contest  winners  (See  p.  249) 

How  business  men's  organizations  help  rural  schools 

The  Hillsboro  Business  Men's  Association  set  apart  one  day  for  a  Boys' 
and  Girls'  Congress  in  November,  1912.  Over  .1500  pupils  attended 
the  morning  and  afternoon  sessions,  their  expenses  being  paid  by  the 
Association  which  also  furnished  lunch.  Members  of  the  Association 
gave  prizes  for  the  best  description  of  the  Congress.  One  member 
gave  $5  in  gold  for  the  best  essay  on  "Why  a  Boy  Should  Stay  on  the 
Farm."  The  contests  were  county-wide.  This  is  the  first  congress 
of  its  kind  ever  held  in  the  United  States 

The  Commercial  Club  of  Bradford,  a  village  of  1850  inhabitants,  was 
responsible  for  an  agricultural  extension  school  and  cooperated  with 
the  public  schools  in  a  county  fair  display  which  won  the  first  prize. 
Better  equipment  for  schools,  prizes  for  essays,  and  debates,  instruc- 
tion in  civics  and  the  use  of  school  buildings  for  neighborhood  meet- 
ings have  also  received  attention  from  this  club 

The  Elyria  Chamber  of  Commerce  has  under  consideration  the  establish- 
ment of  a  committee  on  rural  relationships.  It  has  already  sent  a 


OUTSIDE    COOPERATION  227 

committee  to  inspect  rural  schools  for  health  conditions ;  given  lectures 
on  trade  training,  prizes  for  essays  and  debates,  and  has,  through  a 
special  good  roads  committee,  endeavored  to  improve  roads  to  school 
houses.  The  Athens  Commercial  Club  has  shown  interest  in  rural 
schools  by  working  with  the  budget  commission  which  resulted  in  a 
larger  levy  and  higher  salaries  for  teachers.  It  has  also  helped  the 
schools  exhibit  at  the  county  fair.  The  Chamber  of  Commerce  of 
Upper  Sandusky  has  encouraged  fair  exhibits,  corn  and  domestic 
science  contests  among  rural  schools.  The  Napoleon  Chamber,  has  a 
committee  on  rural  school  conditions 

Rural  school  problems  received  during  1912-1913  the  attention  of  12 
groups  of  business  men  (out  of  48"  reporting)  :  agricultural  instruction, 
9;  county  fair  participation,  7;  better  roads,  7;  health  of  pupils,  6; 
prizes  for  essays,  debates,  5 ;  school  tax,  4 ;  higher  salaries  for  teachers, 
3 ;  trade  training,  3 ;  instruction  in  civics,  3.  Two  organizations  each 
reported  interest  in  securing  new  buildings,  enforcing  compulsory  at- 
tendance, getting  better  school  equipment,  promoting  neighborhood  use 
of  school  buildings  and  furnishing  relief  to  .needy  pupils;  only  i 
organization  reported  an  interest. in  athletics  and  recreation 

The  business  men  of  villages  and  small  cities  gave  157  of  the  388  free 
trips  to  Washington  offered  for  winners  in  corn  contests  in  1913;  of 
these  6 1  were  given  by  banks,  40  by  a  single  firm,  22  by  chambers  of 
commerce  and  commercial  clubs,  16  by  grain  dealers,  15  by  groups 
of  merchants  and  business  men,  and  3  by  "Boosters'  Clubs" 

How  helpful  to  rural  schools  would  be  the  interest  of  all  groups  of 
business  men  is  indicated  by  examples  of  what  some  have  done  for 
city  schools;  secured  playgrounds  and  relief  of  needy  (Board  of  Trade, 
Portsmouth)  ;  bond  sale  for  new  high  'school  (Board  of  Trade,  Lon- 
don) ;  bond  issue  for  addition  to  school  (Board  of  Commerce,  Oberlin)  ; 
commercial  course,  shorthand  and  typewriting  put  in  high  school  (Busi- 
ness Men's  Organization,  Garrettsville)  ;  pupils'  visits  to  manufacturing 
plants,  talks  in  schools  on  business  success  (Chamber  of  Commerce, 
Steubenville)  ;  savings  banks  (Chamber,  Upper  Sandusky)  ;  $300,000 
bond  issue  helped,  sanitary  condition  of  schools  inspected,  urged  use 
of  county  fair  grounds  as  playgrounds  (Chamber,  Elyria)  ;  gifts  dis- 
tributed in  school  at  Christmas  (Merchants'  Retail  Association, 
Athens)  ;  prize  for  cleanest  school  grounds  (Progressive  Association, 
Bellaire)  ;  $150  for  mechanics'  institute  class  in  drafting  (Carriage 
Makers'  Club,  Cincinnati).  ''After  investigation  supported  the  board 
of  education  in  the  proposition  to  issue  $40,000  of  schools  bonds  for 
repair  of  old  buildings  and  building  of  new  building;  proposition 
carried  though  a  former  proposition  of  $25,000  had  failed  to  carry. 


228  OHIO   STATE   SCHOOL   SURVEY   REPORT 

We  conducted  a  newspaper  publicity  campaign  and  paid  expenses 
thereof.  The  committee  reported  that  criticism  of  board  of  education 
was  partly  due  to  lack  of  publicity  relative  to  school  matters  and  the 
proceedings  of  the  board,  and  recommended  that  all  meetings  be  public, 
held  at  regular  times  and  that  proceedings  be  published" 


How  variously  an  organization  of  business  men  can  help  is 

illustrated  by  the  Business  Men's  Club  of  Cincinnati  which  has  taken 
an  active  interest  through  its  public  school  committee  and  through  a 
council  of  public  education  formed  by  business  and  civic  organization? 
at  a  meeting  called  by  the  president  of  the  Business  Men's  Club.  Sc^uoi 
budgets  or  bond  issues  are  carefully  considered  by  the  public  school 
committee.  The  club  played  an  active  part  in  securing  the  enactment 
of  the  small  school  board  law.  Some  of  the  finest  school  buildings  of 
any  city  are  due  to  its  interest.  Members  are  to  give  talks  in  schools 
on  civics  and  business  success,  and  a  series  of  talks  on  local  historical 
subjects  is  also  being  arranged.  Playgrounds  and  the  neighborhood 
use  of  school  buildings  have  received  attention.  Visits  to  manufac- 
turing plants  are  arranged  for  pupils.  At  all  meetings  of  the  board  of 
education,  representatives  of  the  Business  Men's  Club  are  present  and 
make  reports  to  the  public  school  committee,  the  board  Of  directors 
and  through  them  to  the  membership  of  the  club 

Of  201  chambers  of  commerce,  boards  of  trade  and  business  men's  clubs, 
ii  bankers'  associations,  17  organizations  of  manufacturers  to  which  a 
questionnaire  was  sent,  only  43  answered,  13  of  which  reported  no 
interest  in  either  city  or  rural  schools;  12  only,  reported  interest  in 
rural  schools.  Ten  of  43  agencies  answering,  stated  that  business 
men's  attention  to  school  needs  is  continuous  through  permanent  com- 
mittees. For  example,  the  Builders'  Exchange  of  Cleveland  has  a  com- 
mittee which  is  especially  interested  in  trade  and  technical  instruction, 
"as  we  feel  this  is  the  solution  of  the  early  dropping  of  school  by 
boys  and  girls  in  the  large  cities."  Only  6  organizations  reported  com- 
mittees on  rural  schools.  The  Cincinnati  Chamber  of  Commerce,  has 
a  "very  live"  committee  on  agriculture  and  rural  development  which 
has  not  so  far  taken  up  school  questions  but  wishes  suggestions.  Six 
of  43  .agencies  reporting,  said  that  attention  is  intermittent  through 
specially  appointed  committees,  mass  meetings  and  taxpayer's  hear- 
ings. For  instance,  the  Boot  and  Shoe  Manufacturers'  Association 
of  Cincinnati  sent  a  committee  to  a  high  school  meeting  on  vocational 
guidance.  The  proportion  of  interest  and  lack  of  interest  by  business 
men  is  shown  in  the  accompanying  graph 


OUTSIDE   COOPERATION 


Suggestions  for  increasing  business  men's  interest 

That  the  State  Chamber  of  Commerce,  Bankers'  Association,  Manu- 
facturers' Association  and  other  state  organizations  of  business 
men  and  merchants,  each  appoint  a  committee  to  outline  in  co- 
operation with  the  Superintendent  of  Public  Instruction  a  pro- 
O.am  for  developing  the  interest  of  members  in  local  school  needs, 
and  for  reporting  results 

That  the  state  Superintendent  through  the  proposed  Bureau  of  Efficiency 
-'  Jnd    Economy,    division    of    cooperation,    keep    all    organizations    of 

business  men  on  a  mailing  list  for  current  information  about  local 

school  needs 

Letters  sent  to  229  Business  men's  Organizations 


mm  No  answer  Hi  Cooperation  with  city  schools  only 

BB  Answer  but  no  cooperation  CD  Cooperation  with  rural  schools 

How  labor  unions  help  schools 

"We  would  like  to  ask  for  what  information  you  can  give  as  to  the 
manner  in  which  other  labor  organizations  have  taken  an  interest  in 
schools,  so  as  to  enable  us  to  outline  some  plan  whereby  we  can  take 
up  this  much  needed  work"  .  .  .  "Your  communication  will  be 
taken  up  before  the  Central  Labor  Union  at  their  next  meeting;  as  I 
am  a  delegate  will  do  all  that  I  can  to  enlist  the  entire  labor  movement 
in  this  work"  .  ,  .  "If  you  can  give  me  any  information  that  I 
can  hand  to  our  boys  and  other  men  that  I  meet  in  my  daily  work,  1 
will  do  so"  .  .  .  "The  school  question  is  something  that  should 
be  more  closely  looked  into.  I  would  be  glad  to  know  more  about 
school  work"  .  .  .  "There  should  be  more  attention, to  compulsory 
attendance  and  commercial  training,  apprentice  courses,  instruction  in 
civics,  additional  playgrounds,  relief  of  needy  pupils,  establishment  of 
savings  banks,  etc."  .  .  .  "Our  local  will  take  a  more  active  in- 
terest in  school  affairs  in  the  future."  Such  are  the  comments  of  local 
labor  unions  on  cooperation  with  their  schools 


230  OHIO   STATE   SCHOOL   SURVEY   REPORT 

Active  interest  in  public  school  problems  was  reported  for  1912-1913: 
savings  banks  by  2  unions,  publicity  of  school  needs,  3 ;  health  of 
pupils,  4;  industrial  training,  4;  enforcing  compulsory  attendance,  4; 
athletics,  4;  budget  or  bond  issues,  6;  neighborhood  use  of  school 
buildings,  5 ;  relief  of  needy  pupils,  5 ;  school  law  improvements,  6 ; 
new  buildings,  6;  playgrounds,  6.  One  union  reports  interest  in  com- 
mercial training;  another  in  vocational  guidance;  another  in  talks  on 
business  success;  a  fourth  in  continuation  schools 

The  Metal  Polishers'  Local  Union  No.  5  of  Dayton  has  been  interested 
in  a  successful  bond  issue,  in  securing  examination  of  pupils  for  physi- 
cal defects,  extension  of  athletics  and  playgrounds,  industrial  and  com- 
mercial training,  erection  of  several  new  buildings,  and  more  publicity 
about  school  needs.  An  unsuccessful  effort  was  made  to  secure  the 
neighborhood  use  of  school  buildings.  The  Glass  Bottle  Blowers' 
Association,  Branch  20  of  Zanesville,  was  actively  interested  in  se- 
curing provision  for  free  text  books  up  to  the  5th  grade.  Several 
other  unions  report  interest  in  the  question  of  free  text  books,  e.  g. 
"If  we  did  not  have  the  free  use  of  text  books  and  appliances  there 
would  be  but  a  small  percent  of  our  children  that  would  be  able  to 
even  go  to  the  first  year  of  high  school."  The  Akron  Central  Labor 
Union  reports  that  it  has  aided  in  every  bond  issue  the  purpose  of 
which  was  to  promote  education.  "Our-  latest  was  our  successful 
effort  to  have  the  municipality  own  Buchtel  College" 

All  but  2  of  the  unions  reporting,  said  that  their  members  would  be 
glad  to  know  what  other  labor  unions  are  doing  for  rural  and  city 
schools.  Three  wrote  special  letters  asking  for  information.  Among 
the  reasons  given  for  previous  lack  of  interest  are :  "Our  local  mem- 
bership is  small  and  we  therefore  have  given  the  above  subject  no 
consideration"  .  .  .  "We  have  never  been  invited  or  requested  by 
the  school  board  to  take  any  part  or  make  any  suggestions  to  that 
body.  However,  we  as  a  progressive  union  would  request  that  your 
Commission  furnish  us  information"  .  .  .  "It  seems  that  in  the  past 
most  efforts  on  the  part  of  organized  labor  in  the  interests  of  their 
children  have  been  ignored,  but  we  hope  that  the  day  may. soon  come 
that  our  children  may  be  able  to  finish  a  thorough  school  course,  both 
in  high  schools  and  colleges" 

In  November,  1913,  it  was  suggested  to  the  secretary  of  the  Ohio* 
Federation  of  Labor  that  the  potential  interest  of  local  unions  in 
schools  be  fostered  by  frequent  bulletins,  suggestions  and  questions 
which  would  call  attention  to  local  school  problems  and  needs 
which  labor  unions  might  help  to  meet 


OUTSIDE   COOPERATION  23! 

What  physicians  and  dentists  can  do  for  schools 

Volunteer  service  to  demonstrate  the  need  for  medical  and  dental  exami- 
nation, free  treatment  of  pupils  who  cannot  afford  to  pay,  talks  to 
parents,  teachers,  children,  promoting  athletics,  real  instruction  in 
hygiene  and  special  attention  for  mentally  or  physically  defective 
children, — these  are  some  of  the  ways  in  which  physicians  and  dentists 
can  help  in  every  community.  Women's  clubs  in  12  cities  reported 
that  physicians  and  dentists  in  their  communities  have  helped  call 
attention  to  physical  needs  of  school  children  by  securing  physical 
examination  and  giving  talks  to  pupils  in  7  cities,  improving  hygiene 
instruction  in  6,  promoting  athletics  in  5,  securing  free  treatment  in  5, 
and  attention  to  defective  children  in  4.  The  dentists  in  Marion  gave 
talks  to  pupils.  The  Fairfield  medical  and  dental  associations  have 
helped  in  securing  medical  and  dental  examination  in  Lancaster 

What  has  been  done  by  county  and  local  medical  and  dental  associations 
and  by  individuals  to  bring  about  medical  examinati9n  under  the  chil- 
dren's code  in  all  school  districts  cannot  be  estimated  without  asking 
each  local  agency.  The  State  Board  of  Health  has  no  material  on 
file  on  this  subject.  What  might  be  done  by  professional  association?, 
for  rural  schools  is  indicated  by  the  examination  of  one  township's 
schools  in  cooperation  with  the  School  survey  Commission  (See  p. 
194),  cooperation  with  Y.  M.  C.  A.  (See  p.  237) 

Suggestions  for  increasing  professional  interest 

That  the  State  Medical  and  Dental  Associations  make  an  investigation 
of  the  cooperation  of  local  groups  and  individuals  with  public 
schools,  especially  in  small  town  and  rural  communities  and  report 
to  the  State  Board  of  Health  and  the  Superintendent  of  Public 
Instruction 

That  a  central  council  representing  these  2  state  departments,  the 
State  Medical  and  Dental  Associations  and  other  agencies  inter- 
ested in  health  be  formed  to 

(1)  Collect  and  file  data  currently  about  what  physicians,  nurses, 
dentists  and  hospitals  are  doing  for  schools,  especially  in  rural 
districts 

(2)  Pass  on  definite  suggestions  to  local  groups  showing  how,  as 
volunteers,  they  may  help  to  start  medical  inspection,  school 
nurses,  open  air  schools,  etc. 


OHIO   STATE   SCHOOL   SURVEY   REPORT 

(3)  Cooperate  with  women's  clubs,  granges,  teachers  and  superin- 
tendents in  securing  provision  for  school  inspection  and  in 
meeting  pupils'  health  needs  in  each  local  community 

That  the  state  Superintendent  of  Public  Instruction  keep  these  medical 
and  dental  associations  on  his  mailing  list 

How  needy  children  are  helped  to  stay  in  school 

Public  aid  if  necessary,  to  enable  children  to  obey  the  compulsory  educa- 
tion law  is  supposed  by  the  Ohio  laws  to  be  among  the  minimum  rights 
of  every  Ohio  school  child  and  among  the  minimum  duties  of  every 
Ohio  board  of  education.  Section  7777  of  the  School  Law  requires  a 
board  of  education  on  the  report  of  a  truant  officer  to  furnish  "text 
books  free  of  charge  and  such  other  relief  as  may  be  necessary  to 
enable  the  child  to  attend  school  for  the  time  each  year  required  by 
law."  This  provision  brings  out  clearly  the  necessity  for  truant 
officers,  adequate  systems  of  truancy  follow-up,  and  for  learning 
whether  absences  from  school  are  due  to  poverty 

Concerning  aid  given  by  boards  of  education  during  1912-1913,  superin- 
tendents in  357  districts  (out  of  a  total  of  942  supervised  districts) 
reported  that  143  districts  or  40%  of  those  reporting  gave  no  relief  in 
62  village,  5  city,  48  township  and  28  special  districts.  A  total  of  125 
districts  or  35%  of  those  reporting  stated  that  relief  was  given  to 
1821  families  and  2547  children,  in  60  villages,  25  cities,  28  townships 
and  12  special  districts.  In  89  districts  irregular  relief  is  reported 

Of  the  opinions  of  249  superintendents  (out  of  942)  concerning  the 
satisfactoriness  of  the  law,  80%  were  that  the  law  is  satisfactory  in 
76%  of  villages,  91%  of  cities,  72%  of  townships  and  95%  of  special 
districts  reporting 

As  the  reports  by  boards  of  education  now  come  to  the  state  Superin- 
tendent, the  amount  spent  for  relief  is  not  separated  from  the  general 
item  "amount  for  all  other  purposes,"  i.  e.  everything  but  salaries, 
supervision  expenses,  buildings,  grounds  and  bond  redemption 

Besides  school  boards,  township  trustees  are  also  giving  relief  to  -fam- 
ilies with  school  children.  In  1912,  the  State  Board  of  Charities  re- 
ported 20,795  children  under  16  years  (including  infants)  in  families 
receiving  outdoor  relief  from  township  trustees  and  municipalities. 
The  year  before,  10,992  children  were  relieved.  In  many  townships, 
reports  are  incomplete  or  entirely  missing.  It  cannot  be  estimated 
how  many  teachers  and  supervisors  know  of  and  use  this  public 
source  of  relief  for  needy  children  when  boards  of  education  are  not 
furnishing  help 


OUTSIDE   COOPERATION 


233 


Cities  having  private  charitable  agencies  which 
give  relief  to  families  in  their  homes. 


1 6. 5  72  Children 


11  CITIES  OF  OVER 
30,000 

KEY 

Cities  with  organized  agencies : 
©  from  4,000  to  10,000  inhabitants 

O         -     10.000  .>  20,000  .. 

0  „          20.OOO      »!  3O.OOO  •• 

3&  over  30,000  •» 

•    cities  of  over  4,o  oo  „ 

without  organized  agencies. 


WHERE  CHILDREN  ARE  REACHED 
BY  ORGANIZED  PRIVATE  CHARITIES 


Total  Population  1, 7/3, 917 


Total  175,092 


234  OHIO   STATE   SCHOOL   SURVEY   REPORT 

Finally, ,  besides  relief  from  boards  of  education  and  township  trustees, 
numerous  private  relief-giving  agencies  are  touching  schools  in  their 
communities 

A  report  estimates  that  there  are  organized  relief  agencies  in  34  of  98 
towns  with  over  4000  population,  and  that  among  the  13,459  families 
aided,  there  are  20,179  children  of  school  age  (based  on  estimate  of 
3  children  to  each  2  families  aided).  The  accompanying  map  and 
chart  show  the  location  of  these  private  agencies,  the  relation  of 
organized  charity  to  the  size  of  city,  and  the  gaps  where  there  is 
absolutely  no  information  about  private  relief  for  school  children 

There  is  now  in  Ohio  no  evidence  as  to  (i)  how  much  public  money  is 
spent  on  enabling  children  to  obey  the  law;  (2)  whether  the  effective- 
ness of  relief  is  greatest  when  given  by  a  board  of  education,  town- 
ship trustee,  or  private  agency;  (3)  what  efforts  .are  made  to  discover 
fundamental  causes  of  poverty;  (4)  how  far  there  is  overlapping  or 
cooperation  between  public  and  private  agencies;  (5)  whether  there 
is  any  "confidential  exchange"  of  cases  being  helped  by  each  agency; 
(6)  whether  public  relief  is  greater  or  less  where  private  agencies  are 
organized;  (7)  how  many  needy  children  are  not  reached  by  any  of 
these  agencies,  and  are  therefore  deprived  in  part  or  entirely  of  school 
advantages 

Suggestions  for  securing  data  about  relief  of  needy  children 

That  the  state  Superintendent  of  Public  Instruction  prepare  uniform 
blanks  calling  for  all  the  necessary  facts  about  relief-giving  by  each 
board  of  education,  including 
Number  of  children  aided 

Number  of  children  reported  as  needy  by  truant  officer  and  by  others 
Number  of  children   given   each   kind   of  relief  i.   e.   text  books, 

clothing,  shoes,  scholarships,  car  fare 
Number  of  families  of  these  children,  aided  in  each  month,  to  show 

seasonal  need 

Amount  spent  by  Boards  under  section  7777 
Evidence  of  adequate  investigation  and  proof  of  need 

That  the  regular  records  of  the  State  Board  of  Charities  secure  from 

township  trustees  these  facts 

Number  of  children  between  6-16  in  families  receiving  relief 

Amount  spent  on  special  relief  for  school  children,  medical  atten- 
tion, clothing  (i.  e.  not  general  family  expenses  of  food  and  fuel) 

Number  of  children  reported  by  the  trustees  to  boards  of  education 
as  coming  under  section  7777 

Amount  spent  for  relief  necessary  because  of  communicable  disease 


OUTSIDE   COOPERATION  235 

That  township  trustees  be  required  to  report  to  local  boards  of  edu- 
cation, and  boards  of  education  to  township  trustees,  all  families 
with  children  of  school  age  which  are  receiving  public  moneys  for 
out-door  relief,  in  order  to  prevent  inadequate  relief,  duplication  and 
fraud 

That  the  State  Board  of  Charities  secure  uniform  reports  from  all 
private  charitable  organizations  operating  within  the  state.  The 
law  now  merely  requires  that  any  home  receiving  children  shall 
be  subject  to  the  same  visitation,  inspection  and  supervision  from 

the  State  Board  of  Charities  as  are  public  charitable  institutions 

*. 

That  the  State  Board  of  Charities  publish  annually  a  complete  list  of 
charitable  agencies 

That  a  thorough  study  be  made  by  the  State  Board  of  Charities  or 
the  Conference  of  Charities  and  Correction  of  the  question  of  ma- 
terial relief  for  school  children,  both  public  and  private,  to  deter- 
mine to  what  extent  the  relief  of  school  boards,  township  officers 
and  private  agencies  is  scientific,  adequate  and  constructive 

Lebanon  Trust's  county=wide  work  for  schools 

The  foundation  established  in  1912  in  Lebanon  represents  an  investment 
of  $80,000  and  is  cited  here  as  an  example  of  cooperation  with  schools 
of  a  whole  county  as  well  as  of  a  town 

The  "acre  of  corn"  contest  was  started  by  the  Lebanon  Trust  in  1912 
when  in  Warren  County  a  boy  raised  in  bushels  of  corn  on  one  acre; 
41  boys  and  girls  were  enlisted  in  1913.  A  series  of  lectures  in  17 
schools  and  churches  by  local  speakers  was  given  throughout  the 
county  to  promote  social  life,  50  cents  admission  usually  being  charged. 
In  cooperation  with  the  women  of  Lebanon,  $75  in  prizes  was  offered 
for  improvement  in  school  grounds.  One  school  yard  has  been 
doubled  and  17  maples  planted  around  the  edge.  Half  of  the  15 
schools  in  I  township  ,planted  I  or  more  trees,  many  planted 
shrubs  and  flowers.  Several  schools  took  money  earned  from  the 
lecture  course  to  buy  good  pictures,  lamps  and  window  shades.  A 
number  of  schools  were  papered,  cement  walks  were  laid  and  I  new 
fence  was  built 

A  county  spelling  bee  was  held  in  Lebanon  under  the  direction  of  the 
superintendent  of  schools.  Eight  townships  were  represented  by  win- 
ners from  township  bees  and  probably  half  a  hundred  local  spelling 
bees.  Two  school  debates  were  held  in  the  county 


236  OHIO   STATE   SCHOOL   SURVEY   REPORT 

At  Harmon  Hall  in  Lebanon  there  are  classes  for  boys  and  girls  in 
gymnastics  and  athletics ;  shower  baths,  a  manual  training  room  for 
boys ;  picture  machines ;  dramatic  clubs,  etc. 

In  the  Trust's  park  and  playground  high  school  and  grade  school  baseball 
and  football  contests  take  place.  Playground  apparatus,  tennis  courts, 
outdoor  swimming  pool  are  open  to  all  and  here  large  crowds  witness 
athletic  events 

In, the  boys'  gardens  on  plots  of  500  square  feet,  crops  were  raised  for 
market  in  1912  by  21  boys;  in  1913  by  40.  The  produce  from  a  com- 
mon five-acre  garden  of  potatoes  and  peas  is  sold  and  the  proceeds 
put  into  equipment 

What  state  branches  of  national  bodies  are  doing 

Young  Men's  Christian  Association 

County  school  athletic  leagues  which  include  all  the  county  high,  gram- 
mar and  district  schools  outside  of  large  cities,  have  been  organized 
by  the  Y.  M.  C.  A.  according  to  the  "Outdoor  Athletic  Test  for  Boys" 
in  rural  schools.  This  test  was  designed  by  the  secretary  of  rural 
health  and  .recreation  of  the  International  Commmittee  of  Y.  M.  C.  A. 
Sample  constitutions,  suggestions,  rules,  records,  and  scoring  tables 
for  each  athletic  event  are  provided  by  the  county  department  of  the 
Y.  M.  C.  A.  for  any  county  organizing  a  school  recreation  associa- 
tion with  its  attendant  activities  of  debating,  oratorical  and  agricul- 
tural contests  and  poultry  raising.  Boys  over  60  pounds  in  weight 
who  are  certified  as  in  fit  physical  condition  by  a  local  physician  and 
who  are  "up"  in  their  school  work,  may  enter.  Championships  for 
schools  and  individuals  are  awarded  by  membership  in  an 'Athletic 
Honor  Roll  or  by  badges,  pennants,  etc.  This  work  is  under  way  in 
5  Ohio  counties.  In  Lake  county  400  boys  took  part  in  athletic 
events  last  spring.  Ninety  per  cent  of  the  boys  of  some  schools  were 
actually  enrolled 

Demonstrations  of  systematic  games  show  teachers  what  can  be  done 
to  enlist  children  in  organized  recreation.  In  4  counties  classes  in 
recreational  games  were  conducted  at  teachers'  institutes  for  teachers 
themselves.  Teachers  have  entered  enthusiastically  into  the  work,  the 
secretary  reports 

In  6  townships,  the  county  secretary  cooperated  with  teachers  in  the 
carrying  through  of  township  day  festivals  in  1912-1913  when  chil- 
dren from  the  entire  township  were  brought  together  for  a  day  of 
play  and  games 


OUTSIDE   COOPERATION  237 

Six  local  physicians  have  been  enlisted  in  I  county  to  give  talks  on  "Care 
of  the  Teeth,"  "The  Meaning  of  Hygienic  Surroundings,"  "Personal 
Hygiene/'  etc.,  to  12  different  schools.  Each  physician  talks  on  the 
subject  most  familiar  to  him,  according  to  a  schedule  arranged  by  the 
Y.  M.  C.  A.  in  cooperation  with  school  officials 

In  agricultural  and  domestic  science  contests  also,  the  Y.  M.  C.  A.  helps 
the  schools  to  enlist  boys  and  girls.  In  the  5  counties,  over  500  boys 
and  girls  entered  the  contests  for  corn  raising,  potatoes,  onions,  poultry 
and  vegetables,  stock  judging,  cut  flowers,  etc.  One  hundred 
twenty  men  were  enrolled  in  one  county  Y.  M.  C.  A.  evening  classes 
in  English  for  foreigners.  In  i  town  a  class  in  engineering,  in  the 
handling  of  a  stationary  engine  and  boilers,  was  conducted  by  the 
association  (36  South  Third  St.,  Columbus  O.) 

Young  Women's  Christian  Association 

The  Ohio  and  West  Virginia  Field  Committee  of  the  Y.  W.  C.  A.  en- 
deavors to  come  into  close  touch  with  older  school  girls  both  in  school 
and  out,  by  conducting  club  work  of  various  sorts.  In  Toledo  there 
are  over  400  high  school  girls  in  clubs  and  classes  conducted  by  the 
Association.  In  some  cities  (number  not  stated)  the  Association's 
physical  director  teaches  gymnasium  classes  in  the  high  school 

No  work  is  reported  in  rural  and  village  districts  (806  Mercantile 
Library  Building,  Cincinnati,  O.) 

Camp  Fire  Girls 

Camp  Fires  are  frequently  organized  in  high  schools,  with  teachers  as 
guardians.  These  groups  of  10  girls  from  14  to  21  years  old,  often 
meet  in  schools  and  the  educational  side  of  camp  fire  lore  is  more  or 
less  related  to  school  subjects.  There  are  306  guardians  and  probably 
4,000  Camp  Fire  Girls  in  Ohio.  Only  16  of  these  groups  are  organized 
in  schools.  Whether  any  of  these  are  in  rural  and  village  communities 
could  not  be  ascertained 

The  Camp  Fire  organization  includes  girls  who  meet  usually  weekly, 
in  schools,  homes  or  outdoors  in  good  weather  (118  East  28th  St., 
New  York  City) 

Child  Labor  Committee 

"The  Ohio  Child  Labor  Committee  has  not  been  active  in  rural  com- 
munities for  the  reason  that  forms  of  child  labor  which  are  restricted 
by  the  state  law  are  not  found  as  a  rule  in  such  places,  inasmuch  as 
the  law  does  not  apply  to  agricultural  work" 


2*38  .        OHIO   STATE   SCHOOL   SURVEY   REPORT 

The  Committee  gives  2  reasons  for  not  .having  studied  how  far  the 
legal  provision  for  school  board  relief  is  being  enforced,  viz.,  lack  of 
funds  and  difficulties  in  getting  information 

The  committee  reports  that  it  will  be  glad  to  cooperate  with  any  local 
agency  in  the  state  to  secure  the  enforcement  of  compulsory  education 
and  child  labor  laws  in  rural  as  well  as  in  urban  districts.  (Write  to 
Edward  N.  Clopper,  Ohio  Child  Labor  Committee,  Cincinnati,  Ohio) 

Playground  and  Recreation  Association 

A.t  the  time  of  the  Cleveland  meeting  of  the  Association  in  1912,  special 
publicity,  emphasizing  rural  recreation,  was  sent  to  town  and  small 
city  newspapers  in  Ohio  and  neighboring  states.  As  a  result,  a  large 
proportion  of  inquiries  have  been  coming  from  Ohio.  In  the  Associa- 
tion's year  book  for  1912,  are  listed  for  Ohio,  8  recreation  com- 
missions and  associations  with  their  officers,  and  17  cities  with  or- 
ganized play,  the  number  of  employes,  hours  open,  attendance,  con- 
trol, expenditure,  source  of  revenue,  and  date  of  first  supervised 
playground.  Cleveland,  Dayton,  Fremont,  Galion,  Lorain,  Oakwood 
Village,  Painesville  and  Youngstown  were  visited  by  field  secretaries 
during  1912.  Arrangements  are  under  way  with  5  other  cities  for  the 
service  of  a  field  secretary  and  correspondence  with  7  others  may 
lead  to  other  field  work ;  5  Ohio  cities  are  on  the  Association's  "Honor 
Roll,"  with  recreation  work  carried  on  throughout  the  year.  The 
Association  cooperated  with  the  Lebanon  Trust  in  formulating  a  state- 
ment which  was  sent  to  Ohio  cities  interested  in  social  center  and 
recreation  development 

For  women's  clubs,  teachers,  or  superintendents,  interested  in  play- 
grounds and  recreation,  and  for  town  improvement  leagues,  the  Asso- 
ciation offers  valuable  suggestions  and  advice.  Public  as  well  as  school 
libraries  would  do  well  to  have  this  playground  literature  available 
for  readers  (i  Madison  Ave.,  New  York  City) 

Society  for  the  Prevention  of  Tuberculosis 

In  cooperation  with  the  Superintendent  of  Public  Instruction,  the  Society 
printed  20,000  "Don't"  posters  on  cardboard  14  x  22,  red  and  black, 
telling  simple  facts  about  tuberculosis.  These  posters  were  placed  on 
the  wall  of  every  school  room  in  the  state.  In  6  county  teachers'  in- 
stitutes, 1913,  the  secretary  of  the  -state  Society  gave  lectures;  100 
teachers  are  on  the  regular  mailing  list;  there  are  now  2  tuberculosis 
exhibits  for  use  in  schools.  The  propaganda  work  of  the  Society  also 


OUTSIDE    COOPERATION  239 

included  in  1912  regular  weekly  news  bulletins  to  300  newspapers, 
free  illustrated  lectures  in  50  cities,  and  50,000  pieces  of  literature 
distributed 

In  20  cities,  February  29,  1912  was  celebrated  as  Health  Day  in  schools, 
the  work  of  the  Red  Cross  Seal  agents.  A  bill  establishing  State 
Health  Day  in  schools  brought  up  by  the  Society  did  not  pass  the  1912 
legislature 

Open  air  schools  have  been  started  by  local  anti-tuberculosis  leagues  in 
Cleveland,  Cincinnati,  Columbus  and  Toledo.  There  are  II  local  so- 
cieties in  Canton,  Cincinnati,  Cleveland,  Columbus,  Conneaut,  Dayton, 
Eaton,  Hamilton,  Steubenville,  Toledo  and  Youngstown.  There  are 
1 1  county  societies  for  Allen,  Beknont,  Lorain,  Erie,  Mercer,  Hancock, 
Gallia,  Tuscarawas,  Fail-field,  Scioto  and  Ross  counties.  The  Celina 
superintendent  of  schools  is  secretary  of  the  Mercer  County  Society. 
He  has  distributed  some  literature  and  instructed  teachers  to  em- 
phasize the  value  of  fresh  air  cleanliness 

The  secretary  of  the  Society  is  also  in  charge  of  the  Division  of  Tuber- 
culosis of  the  State  Board  of  Health,  with  an  appropriation  of  $25,000 
for  2  years,  organized  as  a  result  of  the  Society's  "Survey  of  the 
Tuberculosis  Situation  in  the  State  of  Ohio,"  1912,  and  legislative 
follow-up  campaign  (State  Board  of  Health,  Capitol,  Columbus) 

How  teachers'  associations  help  schools 

Ohio  State  Teachers'  Association 

Out  of  27,000  teachers,  2,052  were  members  in  1913  of  the  Ohio  State 
Teachers'  Association,  with  an  attendance  of  857  (41%)  at  the  meet- 
ing. Meetings  have  been  held  annually  since  the  organization  of  the 
Asociation  in  1847.  Besides  the  general  meetings  of  the  Association, 
there  are  held  each  year  section  meetings  for  superintendents,  high, 
elementary,  rural  school  teachers,  teachers  of  commercial  subjects, 
drawing,  art,  etc.  A  plan  has  been  worked  out  by  which  the  6  sec- 
tional associations  of  the  state  will  be  affiliated  with  the  State  Teachers' 
Association  and  elect  representatives  on  all  its  committees.  This  plan 
has  been  approved  by  the  sectional  associations  and  will  be  considered 
by  the  State  Association  at  its  next  meeting 

Ohio  School  Improvement  Federation 

The  Federation  has  worked  chiefly  for  the  enactment  and  enforcement 
of  school  laws.  It  does  not  discuss  methods  of  teaching  but  rather 
methods  of  financing  schools  and  protecting  children  and  teachers.  It 
drafted  and  promoted  the  minimum  term  and  minimum  wage  law,  the 


240  OHIO    STATE   SCHOOL    SURVEY   REPORT 

institute  pay  law,  the  non-partisan  school  board  election  law  and  others. 
A  score  or  more  of  suits  have  been  brought  and  carried  to  settlement, 
sometimes  to  the  state  supreme  court,  to  compel  boards  of  education 
to  obey  the  law.  The  Federation  organized  in  1902  as  the  result  of  a 
'  study  of  teachers'  federations  in  this  and  other  countries,  has  now 
4,000  members,  and  holds  an  annual  conference  at  which  the  social 
aspects  and  needs  of  teachers  are  discussed 

Ohio  Teachers'  Reading  Circle 

The  Circle  is  a  self-supporting  organization.  Its  purpose  and  extent 
affect  the  teaching  efficiency  of  members  more  or  less -because  of  the 
books  read  each  year.  Of  26,972  teachers  in  the  state,  11,132  or  41% 
were  members  of  the  Reading  Circle  in  1912-1913;  5,068  or  2,2,%  of 
these  reported  their  reading  at  the  end  of  the  year;  361  received 
diplomas  for  4  years'  work  and  1,390  received  seals 

The  Circle  is  managed  by  a  board  of  control  of  9,  the  state  Superintendent 
and  2  members  elected  annually  by  the  Ohio  State  Teachers'  Asso- 
ciation to  serve  4  years.  At  county  institutes  each  year  a  county 
secretary  is  elected  who  appoints  township  secretaries.  A  diploma  is 
given  to  teachers  who  report  4  years'  reading;  seals  are  given 
for  the  reading  each  year  afterward.  In  many  counties  the  examiners 
give  some  credit  for  this  work.  Books  to  be  read  each  year  are  se- 
lected by  the  board  of  control  and  sold  to  teachers  by  the  business 
manager.  Local  reading  circles  are  often  conducted  by  the  super- 
intendent or  high  school  principal.  Bulletins  giving  the  last  year's 
report,  lists  of  those  receiving  diplomas,  books  read  by  the  Circle  since 
1883,  names  of  county  secretaries,  and  lists  of  books  and  prices,  are 
widely  distributed 

Ohio  Pupils'  Reading  Circle 

The  Pupils'  Circle  is  managed  by  the  board  of  the  Teachers'  Circle 
which  prepared  a  list  of  24  books  in  grades  and  12  for  high  school. 
A  certificate  is  given  for  each  of  the  first  3  grades  read  by  a 
pupil,  a  diploma  for  the  completion  of  any  4  grades,  and  a  seal 
for  each  additional  year.  20,131  pupils  received  certificates  for  read- 
ing done,  3,543  received  diplomas  for  fourth  year  completed,  and 
5,848  received  seals  for  an  additional  year  in  1912-1913.  Local  circles 
are  conducted  by  the  teacher  or  books  are  read  by  pupils  at  home. 
Reading  circle  books  are  often  used  as  the  nucleus  for  a  school  library, 
purchased  by  boards  of  education  or  with  money  from  school  enter- 
tainments 


OUTSIDE   COOPERATION  24! 

What  public  libraries  do  for  schools 

What  one  Ohio  library  does 

In  a  town  of  7,000  people  in  the  western  part  of  the  state,  a  public 
library  has  10,858  volumes  exclusive  of  public  documents  and 
pamphlets.  All  the  work  is  done  by  the  general  librarian.  In  the  city 
are  30  elementary  schools  with  about  1,100  pupils,  and  I  high  school 
of  255  students 

This  library  has  tried  practically  every  form  of  cooperation  with  schools. 
Last  year  from  600  to  650  juvenile  books  were  furnished  to  elementary 
school  libraries  for  separate  ,ro6ms.  Some  of  the  teachers  ask  for 
the  books  they  want,  but  others  leave  the  selection  to  the  librarian's 
judgment.  These  books  are  repaired  and  replaced  by  the  library  when 
worn  out,  and  stay  in  school  during  the  year 

The  librarian  visits  the  schools  to  talk  about  books  and  to  tell  teachers  of 
their  opportunities  as  school  librarians.  About  25  schools  were  so 
visited  in  1912-1913.  At  the  library  itself  all  the  children's  books  in 
the  children's  room  are  on  open  shelves.  Open  reference  shelves  are 
kept  stocked  with  books  needed  in  the  high  school  courses,  and  with 
books  of  interest  to  teachers 

Any  teacher  has  the  privilege  of  taking  out  10  books  at  a  time,  or  25 
or  30  copies  of  one  book  for  classroom  use.  The  library  has  formally 
asked  teachers  to  suggest  new  books  though  no  record  is  kept  of  how 
many  suggestions  come  from  teachers.  For  professional  reading  the 
library  supplies  2  educational  magazines  and  teachers  are  notified 
where  these  periodicals  are  to  be  found 

For  several  years  the  library  has  been  instructing  classes  from  the  high 
school  how  to  use  the>  catalogue,  reference  helps,  etc.  Every  Saturday 
morning  except  during  July  and  August  there  is  story  telling  at  the 
library.  Kindergarten  teachers  are  notified  and  school  children  come 
regularly 

One  evidence  that  teachers  are  sending  pupils  to  the  library  is  that  boys 
and  girls  bring  from  school  slips  reminding  them  of  subjects  to  be 
looked  up.  Teachers  often  call  the  library  over  the  telephone  to  say 
that  they  are  sending  sections  of  a  class  to  look  up  certain  topics.  The 
librarian  estimates  that  nearly  all  the  pupils  beyond  the  2nd  grade 
have  library  cards,  though  no  separate  record  is  kept.  Files  of  clip- 
pings and  special  articles  on  subjects  of  interest  to  teachers  are  kept  in 
the  library,  as  are  also  clippings  on  essay  subjects  for  high  schood 
students 
16  s.  s. 


242'  OHIO    STATE   SCHOOL   SURVEY   REPORT 

All  this  cooperation  was  the  result  of  a  district  library  meeting  in  1910 
when  the  state  library  organizer  described  the  possibilities  of  school 
cooperation.  Similar  work  is  being  done  by  libraries  in  several  other 
cities 

150  public  libraries 

The  reports  from  76  of  150  public  libraries  which  answered  questionnaires 
from  the  School  Survey  Commission  cannot  be  included  here  for 
lack  of  space.  The  details  of  cooperation  of  libraries  in  cities  with 
public  schools  indicate  what  might  also  be  done  by  libraries  for  village 
and  rural  schools 

Library's  contact  with  schools  is  in  brief: 

i  Cooperation  which  costs  nothing 

Special  shelf  of  books  of  interest  to  teachers 

Special  shelf  for  high  school  students 

Special  shelf  of  interest  to  elementary  children,  by  grades 

Posting  on  school  bulletin,  notices  to  teachers  and  pupils  about  new 
books  and  magazine  articles  of  interest  to  teachers  and  pupils 

Clipping  file  of  newspaper  and  magazine  articles  on  topics  in  the 
course  of  study  and  correlated  subjects 

Files  of  material  needed  for  debates,  essays,  etc. 

Free  literature:  e.  g.  bulletins  of  the  U.  S.  Bureau  of  Education, 
Children's  Bureau,  Department  of  Agriculture;  reports  of  state 
departments  of  education,  health,  agriculture;  reports  of  city  de- 
partments; bulletins  of  the  Russell  Sage  Foundation,  Bureaus  of 
Municipal  Research,  General  and  Southern  Boards,  etc. 

Invitations  to  high  and  elementary  school  classes  to  come  to  the 
library  the  last  period  of  school  for  talks  about  books  and  demon- 
strations of  how  to  use  the  catalog  and  shelves 

Talks  in  schools  on  how  to  use  the  library 

Reminding  every  teacher  frequently  of  the  library's  desire  to  help 
and  power  to  help 

Special  loan  privileges  for  teachers 

Visiting  schools  to  talk  to  classes  about  books,  and  to  teachers  about 
books  for  children  and  teachers 

Asking  teachers  to  send  for  any  books  they  need  at  school 

Asking  teachers  to  make  lists  of  books  to  supplement  their  work 

Sending  books  at  the  beginning  of  the  year  for  school  libraries  in 
elementary  schools 

Sending  for  reference  use,  books  needed  in  high  school  courses 

Keeping  track  of  the  number  of  cards  issued  to  school  children  and 
the  books  most  called  for 


OUTSIDE   COOPERATION  243 

Seeing  that  each  child  in  school  has  a  library  borrower's  card 
Keeping  a  catalog  of  which  teachers  borrow  books,  come  to  library 

and  send  children,  so  that  special  effort  may  be  made  to  interest 

teachers  who  do  not 

2  Cooperation  which  requires  money 

Make  up  and  post  on  school  bulletin  boards  lists  of  (i)  suggested 

reading  in  connection  with  each  school  subject  and  each  grade, 

both  for  teachers  and  for  pupils;  (2)  educational  books;  (3)  for 

general  culture  and  entertainment  of  teachers 
Have  loan  exhibits  at  the  library,  of  pictures,  statuary,  and  rare 

books,  on  holidays 
Ask  teachers  and  pupils  to  suggest  books  they  would  like  to  have 

the  library  secure 

Subscribe  for  more  kinds  of  educational  magazines 
Have  story-telling  hours  for  little  children  and  invite  kindergartners 

to  bring  their  classes 

Employ  a  special  librarian  to  develop  school  cooperation 
Print  library  reports  and  send  to  teachers 
Organize  library  in  a  school;  i.  e.  accession,  classify,  catalog  and 

put  in  loan  system 

There  are  now  30  libraries  receiving  township  funds  and  therefore 
authorized  to  work  through  the  township 

Of  76  city  and  town  libraries  reporting,  only  8  sent  books  during  1912- 
1913  to  schools  outside  the  city  or  township  limits  in  which  the  library 
is  located.  Marysville's  library  sent  books  to  10  schools  in  Paris  town- 
ship through  an  arrangement  with  the  board  of  education.  The  Toledo 
library  sent  books  to  4  country  schools  in  4  different  townships 

"Of  the  150  teachers,  enrolled  at  the  county  teachers'  institute,  36  out- 
side the  limits  of  Circleville  used  that  library  during  1912-1913.  Prob- 
ably every  high  school  in  the  county  made  some  use  of  the  library 
during  the  period  given."  The  Tiffin  library  furnished  books  to  6 
schools  outside  the  city  limits.  The  Painesville  Public  Library  is  open 
for  free  use  of  the  township  residents,  and  sent  books  during  1912- 
1913  to  the  9  township  schools.  The  Geneva  librarian  reports  that 
"for  several  years  we  received  about  350  volumes  from  the  state 
library  and  sent  them  out  to  district  schools  in  the  township" 

The  Miami  University  library  furnished  books  to  the  Hamilton  High 
School  at  Hamilton  and  hopes  to  become  a  "real  township  library." 
The  Amherst  library  has  for  2  years  secured  a  box  of  books  from 
the  Traveling  Library  for  the  township  schools  at  South  Amherst. 


244  OHIO   STATE   SCHOOL   SURVEY   REPORT 

The  Milan  township  library  sent  last  year  in  sets  for  each  room  and 
each  school,  no  volumes  to  the  elementary  schools  and  I  high  school 
in  the  township 

Besides  the  library  of  Van  Wert  County  (see  below)  there  are  6  other 
libraries  which  are  operating  under  the  county  law, — in  Hamilton, 
Erie,  Richland,  Paulding,  Greene  and  Ross  Counties.  In  these  6 
counties  there  are  549  elementary  and  8  high  schools  in  township 
districts,  i.  e.  outside  of  village  towns  and  cities 

The  Cincinnati  library  reaches  the  whole  of  Hamilton  county  with  about 
100,000  elementary  and  15,000  high  school  pupils.  Talks  are  given 
to  teachers  at  teachers'  institutes.  The  librarian  did  not  report  to 
how  many  schools  outside  the  city  limits  books  were  sent  last  year 

The  Sandusky  library  has  done  county  work  for  years,  but  the  tax  comes 
only  from  the  town.  The  Newark  Library  also  reports  that  it  loans 
books  free  to  anyone  in  the  county  who  desires  them 

Van  Wert  County  Library 

The  first  county  library  ever  established  (1901)  was  the  gift  of  a 
citizen  and  is  maintained  by  an  appropriation  by  the  county  com- 
missioners. Branches  and  salaried  custodians  are  located  in  15  towns 
and  trading  stations.  Weekly  lists  of  books  are  published  in  daily 
papers  of  both  city  and  county.  Special  collections  of  books  and 
exhibits  of  pictures  have  been  made.  Framed  cards  telling  location 
of  branches  are  hung  in  railroad  stations  and  public  places 

The  library  provided  a  reading  and  rest  room  at  the  County  Fair  in  1912 
with  a  model  collection  of  agricultural  and  children's  books 

Through  the  county  teachers'  institutes  held  in  Van  Wert,  the  librarian 
has  been  able  to  get  teachers  individually  interested  in  the  library 

The  library's  school  department  was  organized  in  1906  to  extend  library 
work  through  the  county  schools.  In  1912,  117  of  125  county  teachers 
outside  the  city  of  Van  Wert  had  collections  totaling  5,474  volumes 
in  their  rural  schools ;  the  circulation  through  rural  schools  was  23,808 
volumes 

Selection  of  books  is  made  by  the  teacher,  or  the  librarian  if  preferred. 
These  school  sets  are  exchanged  sometimes  twice  a  month,  but  usually 
once  a  term  as  the  teacher  prefers.  Each  teacher  may  have  as  many 
books  as  she  has  pupils.  Lists  of  the  books  in  each  box  are  prepared 
and  sent  to  all  teachers.  Books  for  adults  are  supplied  where  older 
members  wish  to  use  the  school  library 


OUTSIDE   COOPERATION  245 

Teachers  are  required  to  charge  books  and  send  in  a  monthly  report  of 
circulation.  Record  sheets  and  post  cards  are  printed  and  supplied. 
Each  teacher  is  asked  to  give  a  short  talk  about  the  care  of  books  to 
pupils  in  the  fall 

A  map  is  prepared  by  the  library  locating  each  branch  library  in  the 
county  with  a  special  symbol  for  rural  schools.  Pictures  mounted  and 
provided  with  hangers  can  be  borrowed  for  use  in  the  school  room 

The  cost  of  school  cooperation  of  the  library  for  the  entire  county  is 
estimated  at  $65.79  in  1912.  Books  which  the  library  does  not  care  to 
buy  are  borrowed  of  the  State  Library  and  when  the  supply  for  coun- 
try schools  is  running  short,  the  library  borrows  collections  from  the 
traveling  library  department 

State  Library 

Circulation  and  reference  departments 

Teachers  and  superintendents  have  the  privilege  of  the  circulating 
department  in  drawing  2  volumes  for  2  weeks  and  renewal,  though 
no  special  arrangement  is  made  for  teachers.  During  the  school 
year  1912-1913,  337  teachers  and  superintendents  had  personal  cards 

Library  organizer 

The  work  of  the  organizer  is  to  visit  specially  the  non-tax  supported 
libraries  in  the  state,  to  encourage  the  keeping  of  proper  records  in 
accession,  registration  and  circulation,  to  install  standard  charging 
systems,  to  classify  libraries  needing  such  help,  to  assist  in  the  work 
of  cataloging,  to  stimulate  an  increased  use  of  many  libraries,  to 
hold  district  meetings  in  various  parts  of  the  state,  to  develop 
library  extension  through  teachers'  institutes  and  to  encourage  the 
taking  of  training  in  the  summer  and  long-course  library  schools 

During  the  year  1912-1913  no  libraries  were  started  in  schools 

Traveling  library 

The  traveling  library  had  81,195  volumes  in  September,  1913,  in- 
cluding 2,251  volumes  for  teachers  on  psychology  and  education 
and  30,307  juvenile  books.  No  catalog  nor  list  of  books  on  special 
topics  of  interest  to  teachers  has  been  printed  except  I  on  art 
(1911),  and  I  on  agriculture,  (1909)  which  is  to  be  brought  up 
to  date 

During  the  year  ending  November,  1913,  libraries  with  40,413  books 
in  them  were  sent  to  456  township,  district,  rural  and  village  schools, 
238  high  schools,  grammar  and  intermediate  departments,  and  9 
colleges  and  2  normals  in  74  counties 


246  OHIO   STATE   SCHOOL   SURVEY   REPORT 

Any  school,  woman's  club  or  grange  can  secure  60  books  for  4  months 
with  a  4  month  renewal  privilege  by  signing  an  application,  appoint- 
ing a  librarian  and  paying  transportation  charges  Any  individual 
may  draw  5  volumes  for  3  months  on  a  personal  application  card. 
Only  10  or  more  teachers  have  applied.  After  100  school  superin- 
tendents had  been  invited  by  letter  to  visit  the  traveling  library  and 
make  up  the  sets  they  wanted,  only  3  responded 

Copies  of  all  books  listed  in  the  state  Superintendent's  report  and  by 
the  Ohio  Teachers'  Reading  Circle  have  been  ordered  together  with 
the  books  required  for  the  Farm  Women's  Clubs  (See  p.  218).  The 
sets  made  up  for  schools  do  not  include  books  especially  intended 
for  the  use  of  parents 

The  $12,000  appropriation  is  not  administered  by  the  traveling 
librarian  according  to  a  classified  budget.  The  librarian  O.K.'s 
vouchers  and  bills  incurred  by  her  library,  but  has  no  voice  in  de- 
termining what  proportion  of  the  $7,500  for  purchase  of  books  and 
current  expenses  shall  be  spent  on  books  for  children,  farmers, 
teachers,  etc.,  on  printing,  publishing,  and  office  equipment,  at  what 
seasons  the  greatest  expenditures  are  required,  etc.  The  librarian 
stated  that  $10,000  was  turned  back  unexpended  from  the  state 
library  fund  last  year  although  the  work  of  the  traveling  library 
was  said  to  be  hampered  seriously  for  lack  of  assistants  and  books 

The  present  quarters  and  force  of  the  library  are  hindering  its  effect- 
iveness. Delays  in  printing,  ordering  and  repairing  hold  up  the 
work.  Much  "dead"  material  including  586  readers  and  primers 
and  about  100  volumes  of  fiction,  together  with  many  books  awaiting 
bindings  .and  mending  are  piled  up,  yet  there  is  hardly  shelf  room 
enough  to  hold  the  books  in  circulation.  Nothing  was  done'  last 
year  about  keeping  up  to  date  the  clippings  from  magazines  donated 
to  the  library 

Ohio  Library  Association 

The  Association  with  512  members  in  96  cities  and  towns,  represents  150 
public  libraries.  A  library  and  school  committee  has  endeavored  to 
develop  the  understanding  of  teachers  and  pupils  of  the  use  of  the 
library.  Talks  were  given  by  representatives  of  the  Ohio  Library 
Association  before  6  teachers'  institutes  during  the  summer  of  1910  and 
before  17  in  1909.  The  Association  has  been  officially  represented  at 
normal  schools  and  university  departments  of  education  during  the 
year  1912-1913  for  talks  about  teachers'  opportunities  through  public 
libraries 


OUTSIDE   COOPERATION  247 

Suggestions  for  increasing  library  cooperation 

That  county  and  district  superintendents  be  required  to  instruct 
teachers  just  how  to  secure  and  make  use  of  library  facilities,  state 
and  local 

That  examinations  for  teaching  certificates  include  questions  about 
the  use  of  library  facilities 

That  the  library  organizer  make  a  special  effort  to  demonstrate  to 
each  county  library  and  to  all  those  receiving  township  funds  the 
advantages  of  reaching  rural  schools: 
By  sending  speakers  to  count^  institutions 
Letters  to  each  teacher 
Lists  of  books 

Having  children  come  to  library  in  groups  for  instruction 
Extension  work  through  clippings  and  magazine  articles  by  subjects 
Circulating  -  library  of  educational  magazines 
Observing  library  days  for  individual  schools 

That  in  securing  information  from  public  libraries  for  publication  in 
the  annual  report  of  the  state  library  organizer,  a  plan  be  adopted 
whereby  each  library  will  be  rated  according  to  the  amount  of 
effort  made  to  secure  more  complete  use  of  the  library's  books;, 
staff  and  equipment  by  teachers  and  pupils  in  public  schools* 
Libraries  receiving  township  and  county  funds  will  be  rated  ac- 
cording to  the  percentage  of  schools,  teachers  and  pupils  they  reach 

That  in  a  similar  way  libraries  be  scored  for  municipal  reference  work, 
work  with  organizations;  such  as  women's  clubs,  churches,  etc. 
The  total  rating  of  each  library  might  be  sent  with  a  personal  note 
announcing  the  report 

That  the  library  organizer  also  gather  data  and  make  a  report  each 
year  in  cooperation  with  the  Superintendent  of  Public  Instruction 
on  library  facilities  in  schools,  number,  kind  and  condition  of  books 
furnished  by  boards  of  education,  extent  of  circulation,  etc. 

That  the  trained  state  library  staff  and  the  State  Department  of 
Public  Instruction  cooperate  to  secure  (i)  more  books  in  school 
buildings ;  (2)  closer  cooperation  between  public  libraries,  wherever 
established,  and  schools;  (3)  teachers  who  know  how  to  use  the 
library  in  schools  and  the  public  library ;  (4)  more  general  distribu- 
tion of  books,  lists  and  talks  among  schools  in  rural,  village  and 
other  communities  without  libraries,  through  the  township  and 
county  library  systems 


2-48  OHIO   STATE   SCHOOL   SURVEY   REPORT 

That  the  traveling  library  be  moved  to  adequate  quarters,  easily 
available  to  visiting  teachers  and  superintendents;  current  lists  of 
sets  for  school  libraries  by  grades  be  printed  and  distributed  each 
year  to  every  teacher  in  rural  and  village  schools 

That  the  librarian  be  freed  from  clerical  work  during  July  and  August 
so  she  can  visit  all  teachers'  institutes,  county  fairs,  association^ 
meetings,  etc. 

That  magazine  clippings  be  brought  up  to  date,  classified  and  sent 
out  in  answer  to  requests  for  material  on  special  subjects 

That  "dead"  material  be  disposed  of  at  once  and  books  put  in  good 
condition  so  the  entire  library  may  be  in  circulation 

That  all  the  divisions  of  the  state  library  be  coordinated  by  the  state 
budget  commissioner  who  occupies  a  strategic  position  for  provid- 
ing the  maximum  returns  from  state  library  funds 

Outside  agencies  helping  to  teach  farm  improvement 

through  schools 

State  Agricultural  Commission 

The  State  Agricultural  Commission  is  in  touch  with  public  schools 
through  its  various  juvenile  contests,  the  state  fair  exhibits,  farmers' 
institutes,  etc. 

Corn  contests  started  in  1912,  when  1,200  boys  entered;  2,670  boys  and 
girls  entered  in.  1913.  Candidates  are  boys  under  20  and  girls  under 
1 8,  who  may  or  may  not  be  in  school.  No  separate  record  is  kept  of 
the  candidates  within  the  school  age.  They  fill  in  application  blanks 
sent  by  the  State  Commission  which  also  sends  out  the  rules  of  the 
contests  and  instructions  about  securing  literature.  The  Commission 
sends  out  bulletins  and  advice  to  candidates  and  items  to  local  papers; 
its  representatives  organize  local  interest  to  raise  money  for  trips  and 
encourage  boys  to  enter  contests.  The  average  yield  of  contest  win- 
ners in  1912  was  85  bushels  per  acre;  91  boys  raised  over  100  bushels 
per  acre  where  the  average  yield  of  farmers  is  35  bushels.  The  state 
offered  $285  in  cash  prizes  to  the  14  boys  anywhere  in  the  state  getting 
the  highest  yield  of  corn.  In  1913,  the  winner  from  Allen  County 
raised  131  bushels 

Two  hundred  forty  boys  entered  the  wheat  contests  in  1913  for  $380 
cash  prizes  given  by  the  state  to  the  boys  raising  the  largest  yield  on 
one  acre.  The  winner  from  Putnam  County,  for  his  yield  of  56 


OUTSIDE   COOPERATION  249 

bushels,  received  $100.  The  average  yield  of  the  prize  winners  was 
45  bushels  per  acre,  while  the  average  yield  for  men  throughout  the 
state  was  17  bushels 

Contests  for  girls  are  in  baking,  butter-making,  canning,  preserving 
and  sewing.  Both  city  and  town  girls  are  eligible.  The  State  Com- 
mission furnishes  $10  toward  the  expense  of  sending  i  girl  from 
each  county  to  Washington.  The  rest  of  the  funds  are  raised  locally. 
In  1913,  134  girls  reported  to  the  State  Commission  that  they  had 
entered  for  these  contests,  though  probably  others  entered  who  did 
not  send  in  their  names;  12  are  from  cities 

Girls'  -"beautiful  lawn"  contests  were  started  in  Clarke  County  in  1913 
when  2  trips  to  Washington,  two  $5  gold  pieces,  prizes  and  a  silver 
loving  cup  were  offered  for  the  biggest  improvement  in  home  sur- 
roundings. Fifteen  girls  entered  and  submitted  photographs  of  their 
homes  and  gardens  as  they  looked  in  early  spring.  In  September  the 
judges  visited  all  their  lawns  and  awarded  the  prizes.  Shelby  County 
also  held  a  county-wide  contest  with  35  contestants  for  3  free  trips  to 
Washington.  Stereopticon  slides  showing  transformation  are  shown 
at  farmers'  and  teachers'  institutes,  women's  club  meetings,  etc. 

The  "On  to  Washington"  plan  of  rewarding  winners  in  county,  state 
and  local  corn  contests  was  first  put  in  practice  in  1912  when  306  boys 
took  the  trip  on  the  "Buckeye  Corn  Special."  In  1913,  1,225  people 
went  to  Washington  including  many  older  people  beside  the  boy  and 
girl  winners.  According  to  the  records  sent  to  the  State  Commission 
up  to  Oct.  20,  1913,  there  were  offered  143  trips  open  to  county  con- 
testants;  195  trips  open  to  township  contestants;  50  trips  open  to 
district  contestants.  Some  of  these  50  trips  given  by  merchants  were 
open  only  to  those  within  trade  limits.  One  county,  Putnam,  offered 
25  trips  in  1913,  6  open  to  the  county  and  at  least  I  trip  for  the 
winner  in  each  township.  In  6  counties  no  trips  were  offered  in  1913. 
Of  the  388  trips  offered,  20  were  specifically  for  girls 

The  388  trips  were  offered  in  1913  by 

.  Fair  boards,  agricultural  and  crop  improvement  associations 106 

Granges    if 

Banks 61 

One  firm  40 

Individual    29 

Congressmen    18 

Chamber  of  commerce  and  commercial  clubs 22 

Grain  dealers 16 

Newspapers   6 


2?50  OHIO   STATE   SCHOOL   SURVEY   REPORT 

Popular  subscription 33 

Groups  of  merchants  and  business  men 15 

Farmers'  clubs  and  institutes 18 

Boosters'  clubs   •     3 

Colleges  and  institutes   2 

County  officials  I 

Schools  and  granges I 

Superintendents  from  395  of  942  school  districts  report  concerning  agri- 
cultural contests,  that  no  part  was  taken  in  32  (66.6%)  of  the  special 
districts  reporting;  40  (65.5%)  of  the  city  districts;  124  (65.9%)  of 
the  village  districts;  45  (46%)  of  the  township  districts;  and  241 
(61%)  of  all  the  districts.  Corn  contests  were  reported  in  42  vil- 
lage, 31  township,  13  special  and  9  city  districts,  not  more  than  3  or  4 
boys  participated  in  each  district.  Wheat  contests  were  reported  in 
3  village,  3  township  and  2  special  districts.  Contests  at  farmers' 
institutes  were  reported  in  I  village  and  i  township  district.  Vegetable 
contests  were  reported  in  5  village  and  2  township  districts.  Flower 
contests  were  reported  in  2  township  and  i  special  district 

One  county  in  the  northeast  section  of  the  state  reported  a  "Boys'  and 
Girls'  Agricultural  Contest."  These  contests  were  held  in  1912  and 
1913  in  potato  and  onion  growing,  poultry  raising,  cut  flowers  and 
canning.  Three  loving  cups  were  given  in  each  contest,  besides  a 
special  free  trip  to  some  place  of  interest.  One  hundred  and  twenty- 
eight  boys  and  girls  were  eligible  for  the  trip  last  year.  The  contests 
are  conducted  cooperatively  through  the  county  schools,  county 
granges,  the  fair  boards,  the  county  agricultural  society,  and  the  Young 
Men's  Christian  Association 

vFive  two-day  farmers'  institutes  are  held  in  each  county  by  the  State 
Commission  with  from  300  to  400  attendance.  Boys  are  always  in- 
vited and  invitations  are  sent  to  teachers ;  schools  are  adjourned  for  a 
day  or  half-day.  Instructors  at  the  institute  talk  to  pupils  in  the 
schools  and  about  250  schools  are  thus  visited  each  year 

All  teachers'  institutes  are  offered  a  lecturer  by  the  Commission.  Two 
field  workers  visit  the  institutes  which  request  such  talks  in  the  sum- 
mer. No  record  is  kept  of  the  number  of  institutes  visited 

The  civic  improvement  secretary  of  the  Agricultural  Commission  visited 
teachers'  institutes  in  20  of  88  counties  in  1913,  presenting  there  the 
possibilities  of  beautifying  school  houses  inside  and  out  and  telling 
the  simple  rules  for  landscape  gardening  and  planting.  Eighteen  in- 
stitutes unanimously  and  95%  in  the  other  2  institutes  voted  to  carry 
out  these  plans.  Nursery  companies  in  Ohio  make  special  rates  for 


OUTSIDE   COOPERATION  251 

schools.  One  has  issued  an  illustrated  pamphlet  on  what  and  when 
and  how  to  plant,  which  is  free  to  teachers  and  especially  adapted  to 
children's  understanding.  Teachers  in  these  counties  are  sending  to 
the  Commission  for  directions  as  to  how  to  proceed.  In  many  schools 
children  save  their  pennies  for  bulbs.  In  some  cases  each  class  has 
its  own  flower  beds 

At  the  State  Fair  in  1912,  in  cooperation  with  State  Department  of 
Public  Instruction,  exhibits  of  school  work  and  agriculture  were  opened 
to  all  the  common  schools  of  Ohio.  In  1913,  $3,000  was  offered  in 
cash  prizes  for  school  exhibits  by  the  State  Agricultural  Commission 
and  the  Middle  West  Soil  Improvement  Committee  of  Chicago.  Ex- 
hibits were  judged  25%  for  general  school  work,  25%  for  agri- 
cultural products  grown  or  collected  in  the  county  in  which  the  pupil 
attended  school,  and  50%  on  nature  and  agriculture  studies  as  sug- 
gested in  the  state  course  of  study 

Each  separate  school  room  making  the  standard  exhibit  received  $3. 
In  1913,  159  rooms  in  7  counties  made  displays.  Each  of  the  city 
schools  exhibiting  according  to  the  rules  received  $10.  Only  17  build- 
ings in  5  city  school  systems  made  displays  in  1913.  The  schools  in 
each  county  having  the  best  exhibit  received  $10  in  cash.  The  4 
pupils  in  each  county  exhibiting  the  best  agricultural  products  received 
$15  in  prizes.  The  2  best  county  exhibits  (outside  of  cities)  in  each 
of  the  4  agricultural  districts  received  $25.  The  3  highest  prize 
winners  among  county  schools  in  1913  were  Putnam  County  ($399), 
Van  Wert  County  ($270)  and  Fairfield  County  ($171) 

The  2  best  city  school  exhibits  in  each  district  received  $75.  The  3 
highest  winners  of  prizes  among  city  schools  in  1913  were  Sidney 
($260),  Circleville  ($170)  and  Athens  ($80) 

Of  the  district  prize  winners  the  best  county  and  city  exhibits  in  the 
state  were  each  offered  $225  in  gold 

Ohio  State  University,  Agricultural  Extension  Division 

In  1905,  5  high  schools  were  teaching  agriculture,  and  2,500  boys  and 
girls  were  enrolled  in  agricultural  clubs.  By  1911  when  the  law  re- 
quiring agricultural  instruction  was  passed,  approximately  225  high 
schools  were  teaching  agriculture  During  these  years,  the  extension 
department  had  been  talking  to  granges  and  institutes;  had  furnished 
seeds  for  children's  beet,  corn  and  vegetable  gardens ;  identified  seeds, 
plants,  grasses  and  specimens  of  all  kinds  submitted  by  teachers,  sent 
hundreds  of  bottles  of  specimens  to  schools  as  nuclei  for  school 
museums 


OHIO    STATE   SCHOOL   SURVEY   REPORT 

In  1905,  when  the  extension  bulletin  was  started,  5,000  copies  were 
published  each  month  just  for  teachers  and  children  of  the  upper 
grades.  During  1912-1913,  35,000  copies  were  published  each  month. 
These  bulletins  of  from  16  to  32  pages  with  illustrations,  cover  agricul- 
ture, home  economics,  the  teaching  of  agriculture  and  allied  subjects 

At  present  I  member  of  the  extension  staff  furnishes  news  letters  once 
every  2  weeks  to  650  newspapers  and  50  agricultural  journals 

Talks  by  the  staff  to  teachers'  institutes  and  meetings  are  illustrated  by 
lantern  slides  which  show  changes  and  beautifications  of  school  grounds. 
A  special  bulletin  was  issued  by  the  University  showing  how  to  ar- 
range a  school  exhibit  at  a  county  fair.  Score  cards  for  corn,  apples, 
bread,  dairy  cows,  swine  and  draft  horses  are  issued  in  great  numbers 
for  county  and  local  contests.  The  University  lecturers  act  as  judges 
for  agricultural  contests  and  exhibits  and  a  certificate  is  issued  to 
winners  in  these  contests  if  the  judges  have  been  approved  by  the 
University 

To  each  county  which  announces  that  it  will  hold  a  boys'  stock  judging 
contest  in  the  fall,  I  of  the  lecturers  on  animal  husbandry  is  sent 
twice  during  the  summer  to  show  boys  what  to  look  for.  At  the  fair 
the  boys  score  the  cattle  and  horses  and  "place"  them.  Each  score 
and  "placing"  is  then  checked  by  the  lecturer,  and  the  boys  are  rated 
accordingly 

At  the  43  extension  schools,  the  demonstrator  always  asks  the  super- 
intendent to  let  school  children  attend.  The  superintendent  is  also 
always  notified  that  lecturers  are  available  for  talks  at  schools.  The 
farmers'  reading  course  is  also  adapted  to  boys.  Superintendents  of 
schools  are  notified  of  the  3  books  to  be  read  and  the  outlines  and 
questions  furnished  by  the  University 

U.  S.  Agricultural  Experiment  Station 

Besides  the  2  state  departments  furnishing  bulletins  and  advice  to 
boy  farmers  and  to  public  school  teachers,  the  U.  S.  station  is  also 
giving  the  same  kind  of  cooperation.  Large  numbers  of  inquiries 
made  by  candidates  in  the  corn  and  wheat  contests  regarding  use  of 
fertilizer  were  answered  by  the  director  at  Wooster.  An  Ohio  score 
card  for  corn  has  been  sent  to  many  boys.  Bulletins  and  circulars 
have  been  furnished  to  the  agricultural  classes  in  high  schools  through- 
out the  state.  The  superintendent  of  county  fair  exhibits  is  also  sec- 
retary of  the  Ohio  Corn  Improvement  Association  and  answers  in- 
quiries in  regard  to  selecting  seed  corn,  samples  for  exhibition,  etc. 
i  ,210  students  from  2  universities,  n  high  schools  and  3  district 
schools,  as  well  as  a  large  number  of  smaller  high  school  groups  visited 
the  station  during  the  summer  of  1913 


OUTSIDE   COOPERATION 


How  other  state  departments  help  schools 

Board  of  Health 

"It  is  safe  to  assume  that  little  or  nothing  is  being  done  by  the  majority 
of  the  township  and  village  schools  along  the  lines  of  medical  inspec- 
tion work."  The  board  has  no  data  as  to  the  number  of  school  dis- 
tricts with  medical  inspection  and  its  adequacy 

Only  one-fourth  of  2,200  township  health  officers  tiave  reported  to  the 
state  board  concerning  sanitary  conditions  of  schools 

Among  the  ways  in  which  the  Board  of  Health  is  in  touch  with  schools 
are  addresses  to  pupils,  monthly"  bulletin  received  by  "many  teachers" 
including  articles  on  teachers'  work  for  health,  correspondence  and 
interviews  to  secure  medical  inspection  and  a  state  public  health 
exhibit  which  school  children  probably  see 

Suggestions  for  increasing  Health  Board  cooperation 

That  each  fall,  the  State  Board  of  Health,  in  cooperation  with  the 
Superintendent  of  Public  Instruction,  issue  a  bulletin  which  deals 
thoroughly  with  the  fundamentals  of  school  sanitation  perhaps 
printing  a  score  card  for  teachers'  use 

That  the  State  Board  send  annually  to  (i)  presidents  of  state,  county 
and  local  medical  and  dental  associations  and  (2)  township  health 
officers,  questionnaires  requiring  specific  answers  on  the  following 
points  : 

1  What  is  being  done  by  state,  county  and  local  medical  and  dental 
societies  to  secure  for  rural  and  village  communities 

Better  sanitary  conditions  in  schools 

Pure  water  supply 

Establishment  of  medical  inspection  in  schools 

Employment  of  a  school  nurse 

Adequate  quarantine  and  fumigation 

Treatment  of  all  physical  defects  of  school  children 

Real  hygiene  instruction  and  practice  in  schools 

Instruction  of  parents 

2  What  studies  have    been  made  of  health-school    conditions  and 
problems  in  the  rural  districts 

3  What  provision  is  there  in  each  rural  and  village  community  for 

Treatment  —  pay  and  free  —  of  children's  physical  defects,  teeth 
especially 


254  OHIO   STATE   SCHOOL   SURVEY   REPORT 

Home  nursing  by  visiting  nurses 

Hospital  operations — tonsils,  adenoids 

Free  eye  glasses,  properly  fitted 

Discovery  and  segregation  of  feeble-minded  children 

That  the  State  Board,  in  cooperation  with  the  Superintendent  of  Pub- 
lic Instruction,  offer  at  all  county  fairs,  sets  of  prizes  for  township 
and  county,  for  "before  and  after"  photographs  and  exhibits  show- 
ing improvement  in  greatest  percentage  of  schools  in  (i)  sanitary 
condition  of  outbuildings;  (2)  sanitary  condition  of  school  house; 
(3)  sanitary  condition  of  school  grounds;  (4)  essays  on  health; 
(5)  individual  cups,  sanitary  drinking  fountains,  dust-proof  cabinets, 
paper  towels ;  (6)  number  of  children  having  tooth  brushes  at  home 
or  school,  etc. 

That  after  the  county  fair,  each  county  exhibit  be  sent  the  rounds  to 
be  kept  in  each  school  house  for  a  certain  period  of  time,  for  the 
parents  as  well  as  the  children  to  see 

That  the  State  Board  make  every  effort  to  reach  all  normal  and  sum- 
mer schools  and  all  teachers'  institutes  each  year  through  lectures 
or  bulletins,  and  issue  in  cooperation  with  the  state  Superintendent 
of  Public  Instruction,  free  "score  cards"  for  sanitary  rating  of 
schools 

That  all  deputy  inspectors  of  the  State  Board  be  required  to  report 
on  sanitary  conditions  of  public  schools  wherever  they  go,  and  on 
the  thoroughness  with  which  township  health  officers  are  watching 
school  sanitation 

Highway  Department 

The  State  Highways  Department  is  not  in  possession  of  any  statistical 
information  bearing  on  the  relation  of  roads  to  rural  and  village 
schools.  To  date  there  has  been  no  cooperation  between  the  Depart- 
ment and  public  agencies,  or  other  parties,  for  the  express  purpose  of 
improving  roads  to  school  houses,  though  as  a  matter  of  fact,  many 
schools  have  been  benefited  incidentally.  What  particular  efforts  may 
have  been  made  in  different  localities  would  not  come  directly  to  the 
Department,  but  to  local  officials 

In  the  Department's  "Good  Roads  Exhibit"  at  the  recent  State  Fair, 
much  mention  was  made  of  the  subject  in  the  free  illustrated  lectures 
on  "Better  Roads."  Many  attending  were  school  children,  and  a  par- 
ticular effort  was  made  to  interest  them.  The  effort,  purely  experi- 
mental, proved  the  subject  is  a  popular  and  taking  one  with  school 
children 


OUTSIDE   COOPERATION  255 

Industrial  Commission 

The  Commission  is  in  touch  with  schools  through  (i)  inspection  of 
factories  and  workshops  for 'children  illegally  employed;  (2)  super- 
vision of  school  building  plans;  (3)  censorship  of  moving-  pictures. 
In  discovering  children  breaking  the  compulsory  education  law,  the 
Commission  has  a  direct  responsibility  and  indirectly  great  opportunity 
to  help  schools 

One  hundred  fourteen  children  were  found  to  be  working  without  re- 
quired schooling  certificates  during  the  year  1912-1913;  23  other  chil- 
dren were  found  under  the  minimum  age.  Of  156  children  found 
working  illegally  in  canneries  during  1911-1912  (records  incomplete 
for  1912-1913)  36  were  without  schooling  certificates  and  33  under 
14  years  of  age.  No  special  effort  is  made  to  enforce  the  law  which 
requires  these  children  to  attend  school,  although  deputies  are  expected 
to  cooperate  with  truant  officers 

One  hundred  twenty  plans  and  specifications  for  new  rural,  one-room, 
two-room,  small  village,  centralized  high  and  grade  schools  were  ex- 
amined during  1913  by  2  architects  and  engineers.  Only  a  small 
percentage  of  these  buildings  were  inspected  after  completion,  owing 
to  the  pressure  of  work.  The  Commission  claims  that  a  decided  im- 
provement in  the  safety  and  sanitary  condition  of  schools  has  resulted 
from  its  investigations  and  inspections  since  August,  1911.  "It  is 
barely  possible  that  some  few  buildings  have  been  erected  in  some  of 
the  remote  parts  of  the  rural  counties,  that  have  not  been  brought  to 
our  attention" 

The  State  Board  of  Censors  has  the  power  to  reject  entirely  or  in  part 
any  motion  picture  film  which  is  intended  for  exhibition  in  Ohio.  Pro- 
ducers and  renting  companies  bring  all  films  for  censorship  to 
a  theatre  in  Columbus,  which  has  been  leased  by  the  state,  where 
films  are  shown  before  at  least  I  of  the  3  members  of  the  board. 
If  passed,  a  reel  must  open  with  a  4  foot  "leader"  furnished  by  the 
board,  saying  that  it  has  been  approved 

Of  8,000  reels  censored  before  November  i,  62  reels  of  62,000  feet  were 
considered  objectionable  and  refused  approval.  From  7,000  reels 
approved,  50,000  feet  of  objectionable  parts  were  eliminated.  In  this 
way  the  board  is  able  to  keep  from  the  school  children  of  Ohio  films 
with  vicious  or  suggestive  possibilities.  The  board  plans  through  its 
contact  with  producers  to  suggest  the  advantages  of  films  which  are 
suitable  for  use  in  schools  for  entertainment  and  teaching  purposes 


OHIO   STATE   SCHOOL   SURVEY   REPORT 


8.8 


-a  *J 
-s^Sk 


3  O 

&8 

O  §) 


§ 


! 


v  *  •£ 

«-.  C   "^ 


i«* 


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tj  ^>3 

^•st 

111 


1 


8    I 


T      . 


OUTSIDE   COOPERATION  257 

How  a  division  of  cooperation  in  proposed  Bureau  of 

Efficiency  and  Economy  would  stimulate  and  use 

outside  cooperation  with  rural  schools 

The  2  conclusions  which  result  from  the  preceding  survey  of  outside 
cooperation  with  rural  schools  are  (i)  that  such  cooperation  is 
valuable ;  and  (2)  that  it  should  be  encouraged  and  directed.  It  is 
therefore  recommended  that  a  division  of  cooperation  be  estab- 
lished in  the  proposed  Bureau  of  Efficiency  and  Economy  under  the 
Superintendent  of  Public  Instruction,  whose  purpose  shall  be  to 
encourage  and  direct  the  practical  interest  of  Ohio's  volunteer  or- 
ganization toward  local  school  problems 

This  division  would  have  on  file 

1  An  index  of  all  agencies  which  might  be  of  service  to  schools, 
cross-referenced  to  show  the  topics  of  interest  to  each 

2  A  geographical  index  of  such  agencies,  grouped  by  county,  town- 
ship and  district 

3  A  list  of  each  rural  schools'  needs,  collected  as  fast  as  possible 
from  simple  score  cards  to  be  filled  out  by  farm  women,  club 
and  college  women,  as  well  as  from  reports  from  teachers  and 
superintendents 

4  A  classification  of  these  needs  as  they  require  legislation,  extra 
tax  levy,  small  expenditure,  gifts  or  personal  service 

Beginning  immediately,  the  division  would  act  as  a  clearing  house 
for  information,  passing  on  suggestions  from  inside  and  outside 
Ohio  to  the  agencies  interested  in  each  topic,  such  as  playground 
equipment,  drinking  fountains,  corn  contests,  heating,  domestic 
science,  medical  inspection,  etc. 

It  would  help  organize  among  the  agencies  of  each  township  a  feder- 
ated rural  school  improvement  league  representing  all  those  inter- 
ested, and  lay  before  each  league  the  specific  needs  of  schools  in 
the  township 

It  would  formulate  questionnaires,  bulletins  and  reports,  to  be  sent  to 
certain  groups  of  local  organizations  by  their  state  headquarters, 
e.  g.  on  commercial  training  to  local  chambers  of  commerce  by  the 
State  Chamber 

It  would  send  out  currently  to  newspapers,  news  about  what  outside 
agencies  are  doing  to  help  schools  and  develop  the  interest  of  other 
state  departments  in  the  parts  of  their  work  which  touch  on  public 
school  problems 

17    s.  s. 


258  '   OHIO    STATE    SCHOOL    SURVEY    REPORT 

It  would  hold  a  yearly  conference  to  summarize  results  and  to  de- 
termine in  general  the  next  year's  work 

It  would  suggest  to  state  wide  organizations  of  women,  business  men, 
etc.,  certain  needed  investigations  that  can  best  be  made  by  i 
state  wide  organization 

This  division  of  cooperation  would  be  organized  somewhat  as  sug- 
gested in  the  accompanying  chart.  Once  started  it  would  take  only 
half  the  time  of  i  person  working  through  all  the  volunteer  and 
state  agencies  here  listed.  Some  of  the  untouched  resources  which 
are  available  are  the  agencies  which  did  not  answer  the  school 
survey's  questionnaires;  245  federated  clubs  besides  132  study  clubs 
not  written  to,  9  branches  of  the  Mothers'  Congress  and  numerous 
other  mothers'  clubs  and  parent-teacher  associations,  48  chapters  of 
the  D.  A.  R.,  186  business  men's  organizations,  380  local  unions,  as 
well  as  relief  agencies,  medical  and  dental  associations  and  local 
individuals  not  yet  reached 


XVI     GENERAL  COMMUNITY  CONDITIONS 


Community  life 

In  254  communities  where  schools  were  surveyed  and  where  expressions 
of  opinion  were  recorded,  the  patrons  of  156  favored  a  wider  use 
of  school  plant,  patrons  of  77  were  opposed,  patrons  of  6  were  in- 
different and  patrons  of  5  were  (jivided  in  opinion 

Of  471  township  schools  surveyed,  no  meetings  were  held  in  381  during 
the  last  school  year 

Of  63  schools  in  other  districts,  no  meetings  were  held  in  36 

In  the  190  township  school  buildings  which  were  occasionally  open  to 
the  public,  475  meetings  were  held  during  the  last  school  year 

Outside  of  the  school  itself  there  are  almost  no  organized  educational 
agencies.  There  were  found  in  all  the  communities  visited  only  37 
libraries,  4  extension  courses,  5  agricultural  extension  courses  and 
i  singing  school 


Why  Township  Schools  are  not  Social  Centers 

One  Reason  (From  550 reports  ) 


Schools    having 

•  One  chair  or  less    HI  Two  chairs     I    I  More   than  two  chairs 

Another  Reason 

5  schools  out  $4:5 6 report  assembly-rooms  other  than  class-rooms 
Still  Another  Reason 

5^2schooh  out  Q/5J2  report  all  regular  school  furniture  screwed  to  the  floor 


(259) 


260 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


Wider  use  of  school  plant 

MEETINGS  HELD  IN  SCHOOL  BUILDINGS  DURING  1912-1913 


Township 

,  Special 
District 

Village 

High 
School 

Total 

One 
Room 

Central- 
ized 

Number  of  schools 
visited    
Number  of  schools 
reported  on  
Number  having  had 
no     meetings     in 
school  buildings.  . 
Number     reporting 
Parents'  meetings 
Mothers'  meetings 
Farmers'    m  e  e  t- 
ings 

592 
471 

381 

20 
3 

118 
168 
116 

33 

17 

17 
17 

9 

13 

13 

8 

2 

13 
12 

9 

22 
21 

10 

1 

1 

4 
5 

7 

657 
534 

417 

23 

4 

127 
191 

138 

34 
18 

5 
5 

Social    gatherings 
Debating  societies 
Religious   m  e  e  t- 
ings 

1 
1 

1 
1 

12 
14 



Political  meetings 

XVII     LOCAL  ADMINISTRATION  OF  SCHOOL  LAW 

IN  OHIO 


The  compulsory  attendance  law 

The  results  of  an  inquiry  sent  to  942  superintendents  of  schools  and 
answered  by  395  indicate  that  all  cities  who  responded  had  truant 
officers,  but  that  no  truant  officers  were  employed  in 

11%  of  the  township  districts 

14%   of  the   special   districts 

9%    of  the   village   districts 

The  results  of  an  inquiry  sent  to  942  superintendents  of  schools  and 
answered  by  395  show  that  truancy  cases  were  allowed  to  run  on 
without  any  attempt  at  enforcement  of  the  laws  in 

43  cases  in  98  township  districts 
30  cases  in  48  special  districts 
116  cases  in  188  village  districts 
65  cases  in  61  city  districts 

The  same  superintendents  reported 

27  prosecutions  in  98  township  districts 

2  prosecutions  in  48  special  districts 

89  prosecutions  in  188  village  districts 

286  prosecutions  in  61  city  districts. 

The  results  of  the  prosecutions  are  indicated  in  the  accompanying  table 


(261) 


262' 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


PROSECUTIONS   FOR   TRUANCY 


Results  of  prosecutions,  as  given  in 
answer   to   questionnaire 

Township 

Special 
District 

Village 

City 

Total 

Sent  to  Lancaster  Industrial  School. 

4 

133 

137 

Sent  to  reformatory  

1 

1 

3 

5 

Sent  to  jail 

1 

1 

Sent  to  detention  school 

1 

1 

Sent  to  orphans'  home 

1 

6 

7 

Juvenile  court 

2 

9 

15 

26 

Placed  on  probation 

1 

1 

Suspended  sentence 

7 

24 

31 

Suits  pending 

4 

1 

5 

Fined 

2 

6 

8 

Left  city 

1 

1 

Parents  fined 

I 

1 

4 

6 

Mother  put  in  jail  until  she  sent  boy 
to  school         .             .  . 

1 

1 

Good 

12 

1 

55 

41 

109 

Unsatisfactory        ... 

7 

50 

57 

No  report  of  results 

1 

...  v  .... 

6 

101 

108 

Total  ... 

27 

89 

386 

504 

Only  14.4%  of  the  results  were  reported  as  ''unsatisfactory" 
In  34.6%  of  the  cases,  the  children  were  sent  to  the  Lancaster  Industrial 
School 

The  field  study  indicates  that 

Truancy  is  very  common  in  rural  districts 

That  many  rural  and  village  districts  do  not  attempt  to  enforce  the 
compulsory  attendance  law 

That  many  districts  are  either  hostile  or  indifferent  to  the  enforce- 
ment of  this  law 

That   many   districts   including   some   village   districts   employ   no 
truant  officers 


LOCAL  ADMINISTRATION   OF  SCHOOL  LAWS 


263 


The  table  below  gives  some  detailed  results  of  the  survey.     From  many 
of  the  schools  visited  no  figures  could  be  obtained 

TRUANCY  AS   REPORTED   FROM   THE   FIELD 


Township 

Special 
District 

Village 

One  Room 

Centralized 

Number  of  schools  visited  

592 
60 
135 
1 

76 

11 
21 

1173 
23 
17 

17 

13 
4 
1 

13 
4 
8 

Truant  officer*    None  

One   

10 
1 

8 

More  than  one  

Attitude    of    community    toward 
compulsory  education:    Favor- 
able          

3 

6 
3 

Unfavorable 

Indifferent 

3 
187 

Number  of  children  of  school  age 
not  attending  school  

41 
2 

208 
18 

Number  of  children  dropped  out 
since  beginning  of  school  year. 
Number  of  cases  of  truancy  pros- 
ecuted 

A  field  study  of  659  township,  village  and  special  districts  showed  that 
None  of  the  township,   village  or  special   districts   had  continuation 
schools 

In  many  districts  no  one  knows  how  many  children  should  be  in  school 
and  which  ones  are  not 

The  distribution  of  the  common  school  fund  on  the  basis  of  enumera- 
tion puts  a  premium  on  the  non-enforcement  of  the  law,  especially 
in  districts  where  the  enforcement  of  the  law  would  compel  the  em- 
ployment of  an  additional  teacher  or  teachers 

Constructive  suggestions 

That  the  provisions  of  the  compulsory  attendance  law  may  be  enforced 
throughout  the  state  the  following  recommendations  are  made : 

That  the  State  Industrial  Commission  be  given  general  supervision 
over  the  enforcement  of  the  compulsory  attendance  law 

That  it  be  authorized  and  required  to  appoint  truant  officers  in  all 
districts  which  fail  to  appoint  them,  the  salaries  of  the  officers 
being  a  charge  on  the  districts  concerned 


264 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


That  whenever  the  local  enforcement  of  the  law  cannot  otherwise 
be  obtained  the  commission  be  authorized  and  required  to  send 
deputies  into  the  districts  concerned.  The  expenses  and  salaries 
of  the  deputies  when  so  employed  shall  be  a  charge  on  the 
districts 

That  all  clerks  of  school  boards  in  rural  and  village  districts  be 
required  to  send  lists  of  all  enumerated  youth  to  the  various 
county  superintendents  of  schools  on  or  before  September  ist  of 
each  year  together  with  a  list  of  such  enumerated  youth  as  are 
regularly  employed 

That  each  teacher,  at  the  end  of  the  first  week  of  school,  send  to 
the  district  superintendent  for  transmission  to  the  county  super- 
intendent a  list  of  all  the  children  who  have  been  in  attendance  to 
date  and  monthly  reports  thereafter  showing  the  attendance  in 
days  of  each  child  with  reasons  for  absences 

That  the  county  superintendent  be  required  to  notify  the  various 
truant  officers  of  such  cases  of  illegal  non-attendance  at  school 
as  become  evident  by  comparing  the  lists  of  the  clerks  of  boards 
of  education  and  the  teachers  and  by  a  careful  scrutiny  of  the 
teachers'  monthly  reports 

That  where  the  county  superintendent  cannot  secure  the  effective 
enforcement  of  the  law,  he  be  authorized  and  required  to  report 
the  facts  to  the  State  Industrial  Commission 


The  law,  section  7777,  dealing  with  aid   to  indigent 

pupils 

AMOUNT  OF  AID  GIVEN  IN  125  DISTRICTS  OUT  OF  357  TO  WftlCH 
INQUIRY  WAS  SENT 


Special 

Township 

District 

Village 

City! 

Total 

Districts  reporting  

28 

12 

60 

25 

125 

Number  of  families   aided  

74 

39 

189 

1519 

1821 

Number  of  children   aided  

146 

86 

403 

1912 

2547 

LOCAL  ADMINISTRATION  OF  SCHOOL  LAWS 


265 


OPINIONS  OF  SUPERINTENDENTS  OF  SCHOOLS  WITH  REGARD  TO  THE 
ADMINISTRATION   OF   SECTION   7777   IN   249    DISTRICTS 


Special 

Township 

District 

Village 

City* 

Total 

Number   districts   renortins:.. 

58 

23 

121 

47 

249 

Percents 

Reported  "satisfactory"    
Reported   "unsatisfactory"    

72.4   !       9fi.5 
27  .  6  |          1.5 

7C..8      91.4   |     80.3 
23.2        8.6  |     19.7 

1             I 

The  law  requiring  the  payment  of  teachers  for 
janitor  service 

Fifty-five  counties  out  of  83  report  breaches  of  the  law  requiring 
payment  for  janitor  service.  In  many  cases  where  teachers  are 
not  required  to  make  illegal  agreements,  pay  for  janitor  service  is 
simply  withheld,  the  teachers  not  daring,  in  most  cases,  to  demand 
payment 

One  hundred  seventy-eight  teachers  attending  institutes  in  1913 
reported  being  compelled  to  agree  not  to  accept  pay  for  janitor 
service  at  some  time  during  the  last  5  years.  In  several  cases  these 
teachers  report  the  law  to  have  been  broken  in  successive  years 

The  law  requiring  the  payment  of  teachers  for 
institute  attendance 

Two  hundred  eighty-five  teachers  attending  teachers'  institutes  in 
1913  reported  that,  contrary  to  law,  they  had  been  compelled  by 
boards  of  education  as  a  condition  of  employment  to  agree  not  to 
ask  or  accept  the  $10  fee  for  attendance  at  institutes.  These 
breaches  of  the  law  requiring  payment  to  teachers  in  institute  fees 
were  reported  from  68  counties  out  of  83  reported  on 

In  many  other  cases  payment  was  simply  refused  or  teachers  were 
afraid  to  ask  for  payment;  for  instance  i  teacher  who  attended  in- 
stitute this  year  and  received  no  pay  writes :  "I  did  not  attend  institute 
last  year,  but  a  teacher  who  has  taught  here  about  4  years  says  that 
they  never  got  any  pay  unless  they  send  for  it  and  they  have  got  tired 
of  that" 


266 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


One  board  of  education  pretends  to  obey  the  law  by  lowering  the  teach- 
ers' salaries  the  first  month  $10  each  and  then  paying  each  teacher  $10 
for  institute  attendance.  Their  consciences  allow  them  to  believe 
that  by  .so  doing  they  also  obey  the  law  that  they  must  pay  every 
teacher  at  least  $40  per  month 

The  law  requiring  at  least  eight  months  school  per 
year  in  every  school  district  in  the  state 

Two  hundred  six  teachers  who  attended  teachers'  institute  in  1913 
reported  that  they  have  had  within  the  last  5  years  understand- 
ings with  boards  of  education  to  maintain  school  less  than  8  months. 
In  some  cases,  teachers  have  made  more  than  one  such  agreement 
in  the  same  district 

County  auditors  in  14  counties  report  25  township  districts,  and  7 
special  districts,  which  maintain  school  for  less  than  32  weeks. 
Sixteen  or  exactly  half  of  these  reported  lack  of  funds  as  the  reason, 
although  section  7596  of  the  statutes  provides  relief  in  such  cases 
whenever  the  districts  ask  for  it.  The  auditors  report  6  townships 
which  had  absolutely  no  excuse  for  such  delinquency,  i  of  these 
having  a  balance  at  the  end  of  the  school  year  of  $1,209 

In  4  other  township  districts  and  I  special  district  having  seven  months 
school,  special  inquiry  was  made.  Three  of  these  had  balances  at  the 
end  of  the  year  sufficient  to  run  them  an  additional  year  without  taxa- 
tion. The  other  2  had  balances  in  excess  of  $2700  each.  One  school 
building  was  condemned  at  the  end  of  15  weeks  and  school  was  sus- 
pended for  the  rest  of  the  school  year 

One  special  district  maintained  public  school  only  28  weeks  but  the 
children  attended  parochial  school  for  the  rest  of  the  year 


DISTRICTS  TAILING  TOMAINTMNSCHOOLSZWEEKS  1N191Z-13 


Wee  s 


10    12    14    16    18    2p    22    2.4    26    26 


LOCAL  ADMINISTRATION  OF  SCHOOL  LAWS  267 

DISTRICTS  FAILING  TO  MAINTAIN  SCHOOL  32  WEEKS  DURING  1912-1913 


Length  of  session  in  weeks 

Township 

Special 
District 

Village 

Total 

Fifteen   

1 

1 

Twenty    

1 

Twenty-three    

1 

1 

Twenty-four    ... 

4 

1 

5 

Twenty-six   

1 

I 

Twenty-eight   

16 

3 

*1 

20 

Twenty-nine  and  a  half  .  . 

1 

1 

Thirty-one   

2 

4 

*School  closed  on  account  of  diphtheria  epidemic 

One  county  auditor  reported  as  follows  with  regard  to  I  district  in  the 
county :  "The  session  was  not  shortened  but  it  was  voted  to  borrow 
$1200  on  the  strength  of  a  special  4  mills  vote  for  this  year.  The  4 
mills  were  not  allowed  by  the  tax  commission  and  as  a  consequence  we 
did  not  have  funds  enough  to  run  the  grades  without  the  high  school. 
By  cutting  out  2  primary  teachers  and  raising  $1200  by  private  sub- 
scription the  district  was  able  to  manage  to  get  along  but  we  are  greatly 
hampered.  The  enrollment  in  the  high  school  is  the  largest  in  its 
history — 98.  The  number  of  teachers  is  limited  to  2" 

An  extreme  case 

In  northeastern  Ohio  there  is  a  township  board  of  education  which 
Employs  no  truant  officer 
Makes  no  contracts  with  teachers 

Allows  one  member  of  the  board  to  hire  some  of  the  teachers 
Has  no  course  of  study 
.  -Has  not  adopted  a  text  on  agriculture 
Has  not  held  a  regular  meeting  within  the  past  year 

The  field  agent  in  this  case  reported  that  members  of  the  board,  save  the 
president,  seemed  to  be  indifferent  concerning  school  matters  and  are 
not  serving  the  people  in  any  way 

Constructive  suggestions 

In  view  of  these  facts  with  regard  to  the  enforcement  of  school  law  in 

Ohio  it  is  recommended  that 

The  statute  authorizing  the  payment  of  state  aid  to  districts  whose 
revenues  under  the  Smith  One  Per  Cent  Law  cannot  be  made 
sufficient  to  support  schools  for  eight  months  annually,  be 


268  OHIO   STATE   SCHOOL   SURVEY   REPORT 

amended  so  as  to  compel  school  districts  to  make  application  for 
such  aid  in  proper  form  and  in  due  time 

The  state  Superintendent  of  Public  Instruction  be  authorized  and 
required  to  hold  up  the  payment  of  its  allotment  of  the  common 
school  fund,  to  any  district  which  has  not  in  the  preceding  year 
maintained  school  for  32  full  weeks,  or  which,  in  any  way,  violates 
the  statutes  governing  the  conduct  of  public  schools 

The  presidents  and  clerks  of  boards  of  education  be  required  to 
make  affidavit  that  schools  in  their  districts  have  been  in  oper- 
ation at  least  32  weeks  in  any  given  year  to  the  county  auditor 
before  the  payment  of  allotment  of  the  common  school  fund 

The  common  school  fund  be  no  longer  distributed  on  the  basis  of 
the  enumeration  of  the  youth  of  the  state,  but  on  the  following 
basis : 
That  $50  per  teacher  employed  during  the  preceding  school  year 

be  paid  to  each  school  district 
That  the  balance  of  the  common  school  fund  be  distributed  among 

the  school  districts  in  proportion  to  their  grand  total  days' 

attendance  for  the  preceding  school  year 


XVIII    THE  SPECIAL  AND  VILLAGE  SCHOOL  DIS- 
TRICTS   COMPARED  WITH    THE  TOWNSHIP 
DISTRICTS  FROM  WHICH  THEY  ARE  CUT 


For  the  purpose  of  this  study,  all  township  districts  from  which 
special  or  village  districts  had  been  cut  off,  were  compared  with  the 
special  and  village  districts  within  their  boundaries  with  regard  to 
salaries  paid  teachers,  average  daily  attendance,  enrollment, 
enumeration,  amount  paid  for  supervision  and  tax  levy  for  school 
purposes.  The  abstracts  of  county  auditors  for  1912  formed  the  basis 
of  the  study,  which  covered  773  township  districts,  554  special  school 
districts  and  549  village  school  districts.  Only  those  township  school 
districts  were  considered  from  which  territory  had  been  detached  to 
form  village  or  special  school  districts  or  both 

Salaries 

Of  the  99  township  districts,  115  special  districts  and  396  village  dis- 
tricts supporting  high  schools  reporting  this  item,  the  average  salary 
of  male  teachers  in  high  schools  was  less  than  $70  in 
10.1%  of  the  township  districts 
21.6%  of  the  special  districts 
8.  %  of  the  village  districts 

The   average   salary   of   female   teachers   in   high    school    within   the 
same  districts  was  less  than  $70  in 
57.  %  of  the  township  districts 
73-3%  °f  the  special  districts 
58.8%  of  the  village  districts 

Special  districts  fall  below  both  township  and  village  districts  in 
respect  to  salaries  paid  high  school  teachers 

The  average  salary  for  male  elementary  teachers  was  reported  as 
less  than  $50  in 

67.3%  of  the  township  districts 
19.1%  of  the  special  districts 
27.1%  of  the  village  districts 

(269) 


270  OHIO    STATE    SCHOOL    SURVEY    REPORT 

The  average  salary  of  female  elementary  teachers  was  less  than  $50 
per  month  in 

77-3%  of  the  township  districts 
6 1. 8%  of  the  special  districts 
57-9%  of  the  village  districts 

Special  districts  surpass  the  average  township  and  village  districts 
in  salaries  paid  to  elementary  teachers 

In  at  least  12  special  districts  and  13  township  districts,  the  teachers 
are  reported  as  receiving  less  than  the  minimum  salaries  estab- 
lished by  law.  About  1.5%  of  the  township  districts  and  over 
2%  of  the  special  districts  break  the  minimum  salary  law.  Salaries 
for  both  men  and  women  fall  as  low  as  $32  and  $30 

Elementary  school  attendance  and  enrollment 

The  average  total  attendance  was  less  than  100  in 

23.1%  of  the  township  districts 
89.1%  of  the  special  districts 
40.1%  of  the  village  districts 

The  enrollment  fell  below  100  in 

12.3%  of  the  township  districts 
83.8%  of  the  special  districts 
32.8%  of  the  village  districts 

One  special  district  reported  an  enrollment  of  6  and  a  total  attendance 
of  4  on  an  enumeration  of  21.  Another  special  district  reported  an 
attendance  of  3  with  an  enrollment  of  7 

Of  96  township  districts,  125  special  dstricts  and  413  village  districts 
reporting,  high  school  attendance  fell  below  30  in 

51.9%  of  the  township  districts 
70.4%  of  the  special  districts 
34.9%  of  the  village  districts 

In  one  special  district  the  high  school  attendance  fell  below  4 

Of  99  township  districts,  no  special  districts  and  404  of  the  village 
districts  reporting  this  item,  the  high  school  enrollment  fell  below 
30  in 

43.4%  of  the  township  districts 
66.4%  of  the  special  districts 
287%  of  the  village  districts 


SPECIAL   DISTRICTS    COMPARED    WITH    OTHERS  27! 

Enumeration 

Of  593  township  districts,  543  special  districts  and  575  village  districts 
reporting  this  item,  the  enumeration  was  less  than  100  in 
37.7%  of  the  township  districts 
72.1%  of  the  special  districts 
17.7%  of  the  village  districts 

Amount  paid  for  supervision 

The  county  auditors'  abstracts  of  district  clerks'  reports  contain  so 
many  contradictions  that  it  is  impossible  to  compare  the  various 
districts  as  to  the  amount  pjiid  for  supervision.  These  abstracts 
contain  statements  as  to  the  cost  of  supervision  by  both  district 
treasurers  and  district  clerks.  In  90%  of  the  cases  these  state- 
ments did  not  tally.  In  one  village  district  the  clerk  reported 
$2,197  spent  for  supervision,  the  treasurer  $750.  In  a  special  dis- 
trict the  clerk  reported  $960,  the  treasurer  nothing.  In  a  township 
district  the  treasurer  reported  $4,050,  the  clerk  $495 

Tax  levy  for  school  purposes 

Of  the  township  districts  reporting,  the  tax  levy  for  school  purposes 
was  less  than  5  mills  in  88.9%  of  the  districts.  For  village  and 
special  districts  the  percentage  is  70% 

The  percentage  of  special  and  village  districts  with  a  school  tax  levy 
of  between  5  and  10  mills  is  4  times  as  great  as  that  of  the  township 
districts  with  the  same  levy,  while  the  percentage  of  special  and 
village  districts  having  a  school  tax  levy  of  10  mills  and  over,  is  10 
times  as  large  as  that  of  the  township  districts  taxed  at  a  similar 
rate 

Formation  of  special  districts 

Information  from  the  field  and  records  of  the  state  Superintendent  of 
Public  Instruction  show  that  the  formation  of  special  districts  has 
been  due  to  widely  different  causes.  Some  special  districts  were 
made  for  the  most  enlightened  reasons.  For  example,  when  a  town- 
ship district  has  refused  to  establish  a  high  school,  special  districts 
have  been  formed  to  insure  high  school  education  to  the  children  in 
the  district.  In  some  cases  township  boards  have  been  unwilling  to 
pay  salaries  large  enough  to  obtain  and  retain  good  teachers,  and 
special  districts  have  been  organized  to  insure  a  higher  grade  of 
teaching  in  the  school.  Several  such  schools  were  visited  during 


272'  OHIO    STATE    SCHOOL    SURVEY    REPORT 

the  progress  of  the  survey.  On  the  other  hand,  special  districts 
have  sometimes  been  formed  for  very  selfish  purposes,  such  as 
keeping  down  the  school  tax  rate.  This  is  effected  in  some  places 
by  paying  low  salaries  to  teachers  and  in  others  by  creating  a 
special  district  around  some  public  utility  or  in  the  immediate 
neighborhood  of  some  large  corporation,  that  the  taxes  of  such  pub- 
lic utility  or  corporation  may  materially  affect  the  tax  rate 


In  a  certain  county,  a  township  contains  within  its  limits  both  a 
special  district  and  a  village  district.  The  valuation  of  both  the 
township  and  village  districts  is  about  $2,000,000.  The  valuation 
of  the  special  district  is  nearly  $11,000,000.  The  tax  rate  in  the 
township  district  is  2.60  mills,  in  the  village  district  2.64  mills 
and  in  the  special  district  .30  mills.  This  peculiar  state  of  affairs 
is  brought  about  by  the  fact  that  in  the  special  district  are  the 
offices  of  several  steamship  companies,  all  located  in  one  small 
and  old  building,  "which  opens  perhaps  twice  a  year  for  the 
purpose  of  registering  vessels."  The  whole  scheme  is  to  avoid 
heavy  taxes,  the  rate  having  been  as  low  as  23  cents  on  $100.  The 
special  district  has  no  lake  frontage 

In  another  county  there  is  a  township  which  has  maintained  one  of 
the  oldest  centralized  schools  in  the  United  States.  A  special  dis- 
trict has  been  made  within  the  territory  of  this  centralized  school. 
"On  account  of  the  irregular  boundary  lines  and  the  division  of 
finances,  many  people  are  inconvenienced  and  both  schools  arc 
handicapped" 

No  matter  for  what  reason   special   districts   have   been   formed,   in 
practically  all  cases  they  limit  the  efficiency  of  the  schools  by 
Limiting  the  basis  of  taxation 
Establishing  smaller  schools 
Putting  a  stumbling-block  in  the  way  of  centralization 

In  the  past,  in  many  cases,  the  only  way  to  efficiency  was  to  establish 
a  special  district,  but  the  time  has  come  when  township  and  special 
'  districts  must  pool  their  resources  and  unite  their  energies  for  the 
support  of  efficient  consolidated  and  centralized  schools 

Constructive  suggestions 

It  is  urgently  recommended  that  in  the  future 
No  special  school  districts  be  formed 

No  rural  school  district  with  an  area  of  less  than  25  square  miles 
be  established 


XIX  RURAL  BOARDS  OF  EDUCATION 


The  personnel  of  rural  boards 

The  material  of  rural  boards  of  education  from  the  standpoint  of 
personnel,  as  indicated  by  information  regarding  738  board  mem- 
bers from  all  parts  of  the  state  is  excellent 

Of  the  township  boards  studied  89%,  of  the  special  district  boards 
72%,  of  the  village  boards  20%  were  farmers.  A  small  percentage 
in  all  boards  were  bankers,  merchants  and  manufacturers 

In  all  boards  a  small  percentage  of  the  members  were  less  than  30 
years  of  age.  Two-thirds  of  the  members  in  all  boards  were  under 
50.  Few  were  beyond  the  prime  of  life 

All  but  9  of  the  738  board  members  reported  on  were  married  arid 
all  but  29  had  children 

The  majority  were  reported  as  being  deeply  interested  in  the  schools. 
Occasional  statements  were  made  to  the  effect  that  board  members 
were  "parsimonious",  "unprogressive",  "interested  chiefly  in  keep- 
ing down  the  tax  rate" 

Everything  indicated  that  after  all  rural  boards  have  been  given 
the  services  of  experienced  professional  superintendents,  they  will 
soon  compare  favorably  in  progressiveness  with  the  most  efficient 
rural,  city  and  village  boards  who  have  had  the  advantage  of  expert 
advice  for  years.  Many  of  the  defects  in  sanitation  and  equipment 
observed  in  the  field  study  were  not  due  to  any  conscious  desire 
or  even  willingness  on  the  part  of  board  members  to  limit  the 
efficiency  of  the  schools.  Most  of  these  defects  were  due  to  the 
fact  that  there  was  no  one  on  duty  continuously  to  look  after  mat- 
ters of  detail  and  to  the  further  fact  that  no  one  had  ever  pointed 
out  the  enormity  of  certain  unsanitary  conditions  and  lack 
of  necessary  equipment.  The  excellent  condition  of  practically 
all  of  the  centralized  and  consolidated  schools  and  of  many  one 
room  schools  in  all  parts  of  the  state  shows  what  is  possible  for 
all  sorts  of  schools  in  all  parts  of  the  state 
18  s.  s.  (273) 


274  OHIO    STATE    SCHOOL    SURVEY    REPORT 

Procedure  followed   by  school  clerks   and   treasurers 
in  accounting  for  school  funds 

Mr.  Frank  S.  Staley  of  the  New  York  Bureau  of  Municipal  Research, 
who  had  previously  conducted  a  similar  study  in  Wisconsin,  was 
employed  for  10  weeks  to  examine  the  accounts  and  records  of 
boards  of  education.  In  all,  82  districts  in  10  representative  coun- 
ties were  examined 

The  Auditor  of  State  and  his  assistant,  the  county  auditors,  the 
school  clerks  and  treasurers  were  of  great  assistance  through  their 
hearty  cooperation  in  the  survey 

Present  system  of  accounting 
How  installed 

The  procedure  followed  at  present  by  the  clerks  and  treasurers  of 
school  boards  in  keeping  account  of  school  funds  was  provided 
by  the  Board  of  Inspection  and  Supervision  of  Public  Offices 
and 

Provides  for  a  ledger  of  receipts  and  disbursements  for  both 
clerk  and  treasurer.  This  ledger  has  separate  columns  for 
each  fund  and  receipts  or  disbursements  must  be  credited 
or  debited  to  their  proper  accounts.  The  ledgers  of  the  clerk 
and  treasurer  must  be  in  balance  at  all  times,  after  allowing 
for  any  unpaid  warrants  outstanding 

County  auditors  are  provided  with  ledgers  which  show  the 
amount  of  disbursements  to  each  school  district  and  from' 
the  annual  reports  of  the  clerk  and  the  settlement  with  the 
treasurer,  a  record  of  the  receipts  and  disbursements  of  each 
board  is  kept,  in  totals.  The  system  further  provides  for  an 
annual  settlement  between  the  county  auditors  and  the  clerk 
and  treasurer  of  each  district,  this  settlement  not  being  made 
by  the  county  auditor  until  such  time  as  the  clerks  and 
treasurers  have  fulfilled  all  requirements  made  upon  them 
by  law 

Biennial  examinations  of  accounts  by  state  examiners 

The  General  Code  of  the  State  of  Ohio  requires  an  examination 
of  the  accounts  of  school  boards  biennially.  These  examina- 
tions are  made  by  examiners  from  the  Bureau  of  Inspection  and 
Supervision  of  Public  Offices,  who 


RURAL    BOARDS    OF    EDUCATION  275 

1  Audit    the    receipts    and    disbursements    of    both    clerks    and 
treasurers 

2  Check  the   clerks'   and  treasurers'   records  of  receipts  to  see 
that  they  are   in   accord  with  the   county  auditor's   record  of 
disbursements  to  the  treasurers 

3  Vouch  the  treasurers'  cash 

4  Analyze  the  clerks'  records  of  minutes  of  board  meetings  to 
see  that  they  are  properly  kept 

5  Analyze  the  receipts  and  disbursements  of  school  land  funds 
(section  sixteen) 

6  Analyze  the  bonds  of  officials  and  depositories 

7  Make    findings    of    any    irregularities    or    illegal    expenditure^ 
of  school  funds.     A  report  of  these  findings  is  furnished  the 
prosecuting  "ttorney  of  the  county,  in  order  that  he  may  fol- 
low up  these  findings  and  have  the   districts  reimbursed  for 
any  illegal  expenditure  made 

8  Act  as  "big  brother"  or   instructor  to  clerks  and  treasurers, 
explaining  parts  of  the   procedure  with   which   they   are   un- 
familiar 

.It  was  found  that  these  examinations  are  of  great  value  to  school 
officials,  being  both  critical  and  helpful.  Were  it  not  for  these 
examinations,  it  is  safe  to  say  that  the  accounting  for  school 
funds  would  not  be  as  carefully  done  as  it  is  at  present.  The 
investigation  disclosed  the  fact  that  the  clerks  and  treasurers 
were  very  careful  to  keep  those  records,  which  are  examined 
by  the  state  examiners,  in  good  shape.  With  the  limited  number 
of  examiners  allotted  to  this  work,  and  the  rapidity  with  which 
they  must  cover  the  territory  assigned  to  them,  it  is  impossible 
for  them  to  go  into  as  minute  detail  as  might  be  desired.  Both 
clerks  and  treasurers  spoke  highly  of  the  present  corps  of  ex- 
aminers and  state  that  their  advice  as  to  the  proper  manner 
of  keeping  records  and  accounts  is  of  great  assistance 

Prosecuting  attorneys'  indifference  in  following  up  "findings" 

Prosecuting  attorneys  rarely,  if  ever,  follow  up  or  act  upon  the 
findings  of  the  state  examiners.  Statement  after  statement  of 
illegal  payments,  made  by  the  school  boards,  have  been  turned  over 
to  these  officials,  and  these  statements  have  been  completely 
ignored  by  them.  Until  such  time  as  action  is  taken  by  the  prose- 


276  OHIO    STATE    SCHOOL    SURVEY    REPORT 

cuting  attorneys,  to  stop  the  illegal  expenditures  of  school  funds, 
the  efficiency  of  the  examiner's  work  will  be  impaired.  Many  in- 
stances were  found  where  school  officials  had  been  given  written 
notice  to  discontinue  certain  practices,  such  as 

1  Contracting  with  board  members 

2  Overpaying  salaries  of  board  members  or  clerks 

3  Not  having  a  depository  for  school  funds 

4  Not  having  teachers'  certificates  on  file  when  payments  were 
made  for  teaching 

but  year  after  year  no  attention  is  paid  to  the  instructions  issued. 
When  questioned  regarding  these  illegal  practices  and  asked  why 
refunds  of  the  illegal  payments  had  not  been  made,  school  officials 
intimated  that  this  money  would  not  be  refunded  until  they  are 
forced  by  law  to  make  such  refunds 

Examination  of  accounts  by  county  auditors 

The  clerk  and  treasurer  of  each  school  district  are  required  by 
law  to  meet  with  the  county  auditor  at  the  close  of  each  fiscal 
year  for  the  purpose  of  making  a  settlement.  At  this  time  the 
county  auditor  is  supposed  to  compare  the  ledger  of  receipts  and 
disbursements  which  is  kept  by  the  treasurer,  with  the  statement 
of  receipts  and  disbursements  which  is  prepared  by  the  clerk,  to 
see  that 

1  Both  sets  of  accounts  are  in  balance  after  considering  outstand- 
ing orders 

2  Disbursements  have  been  debited  to  the  proper  accounts 

3  All  money  received  by  the  treasurer  has  been  credited  to  the 
proper  funds 

It  was  frequently  found  that  clerks'  and  treasurers'  accounts  were 
not  in  balance  by  funds,  although  they  both  showed  the  proper 
total  balance.  Some  of  these  differences  dated  back  to  the  time 
of  the  last  examination  made  by  the  state  examiner.  The  county 
auditor  evidently  had  not  made  as  thorough  an  examination  as  he 
should  have  and  had  made  no  effort  to  reconcile  the  2  sets  of  accounts 

Annual  financial  statements  of  county  auditors  to  the  State  Commis- 
sioner of  Common  Schools 

The  financial  statements  which  are  received  by  the  State  Commis- 
sioner of  Common  Schools  from  the  county  auditors  show  amazing 
discrepancies  when  compared  with  those  of  the  preceding-  fiscal 
year.  The  principal  discrepancy  noted  was  the  wide  variation  of 


RURAL  BOARDS  OF  EDUCATION  277 

funds  on  hand  at  the  close  of  one  fiscal  year  and  the  beginning  of 
the  next.  Of  the  88  reports  examined  for  the  fiscal  years  1909-10 
and  1910-11,  only  33  carried  forward  the  proper  balances.  The 
amounts  varied  from  $99,738.88  over,  to  $35,790.91  under  the 
amounts  shown  on  hand  at  close  of  business  at  the  end  of 
the  fiscal  year  1909-10.  Some  county  auditors  explained  these 
discrepancies  by  blaming  the  inaccurate  reports  rendered  by  the 
clerks.  The  auditor  whose  report  showed  a  shortage  of  $351,790.91 
was  unable  to  explain  how  he  had  arrived  at  the  total  submitted, 
and  had  evidently  taken  it  out  of  the  air.  He  then  explained  that 
"These  are  only  school  statistics  anyway  and  we  pay  no  attention 

to  them" 

•»• 

School  boards  shelving  of  responsibility 

It  was  found  that  school  boards,  as  a  whole,  pay  little  attention  to 
the  disbursing  of  school  money.  Their  interest  seems  to  lag  after 
the  appointment  of  a  clerk  and  the  shelving  of  responsibility  upon 
his  shoulders.  This  was  evidenced  in  the  payment  of  claims.  Of 
the  total  number  of  claims  examined,  4,920,  and  warrants  issued 
therefor,  only  3,050  were  shown  on  the  minutes  as  being  allowed 
by  the  boards.  In  other  words  38%  of  all  warrants  drawn,  were 
issued  by  the  clerks  at  their  pleasure  without  consulting  the  boards 
or  having  the  claims  audited  and  allowed  by  them 

This  lack  of  interest  on  the  part  of  the  school  boards,  breeds  care- 
lessness in  clerks  and  the  records  show  that  the  longer  a  clerk  is 
in  office,  the  fewer  the  claims  presented  to  the  board  for  proper 
action  before  the,  warrants  are  drawn  in  payment 

Further  evidence  of  laxness  is  shown  by  the  following: 

Seventeen  per  cent  of  the  boards  have  elected  no  vice-president  and 
as  a  result  it  is  necessary  for  the  presidents  to  sign  warrants 
while  blank,  or  to  allow  the  clerks  improperly  to  sign  the  presi- 
dent's signatures  to  warrants,  when  they  are  unable  to  attend  to 
business  themselves 

Eighteen  per  cent  of  the  boards  have  not  arranged  for  a  depository 
for  school  funds  as  required  by  law 

Nine  per  cent  of  the  boards  do  not  require  depositories  to  furnish 
a  bond  to  safeguard  the  deposits  of  the  board 

Four  per  cent  of  the  boards  do  not  use  the  yea  and  nay  vote  on 
financial  questions  as  required  by  law 


2-78  OHIO   STATE   SCHOOL   SURVEY   REPORT 

Four  per  cent  of  the  boards  made  illegal  contracts  with,  or  pay- 
ments to,  board  members 

Twenty-six  per  cent  of  the  boards  do  not  hold  regular  meetings 

Thirteen  per  cent  of  the  boards  do  not  require  vendors  to  submit 
itemized  bills  of  purchases  made  by,  or  labor  performed  for,  the 
board 

One  board  pays  less  salary  to  teachers  than  the  minimum  set  by 

law  ($40.00) 

• 

One  board  holds  school  less  than  eight  months  each  year,  the 
minimum  period  required  by  law 

Carelessness  of  presidents  of  school  boards  in  controlling  disburse- 
ment of  school  funds 

Some  presidents  of  school  boards  delegate  many  of  the  powers  of 
their  offices  to  the  clerks  of  the  boards.  This  is  especially  true 
in  the  handling  of  financial  stationery.  The  disbursing  of  school 
funds,  in  many  instances,  has  been  left  in  the  hands  of  the  clerk 
until  he  has  come  to  look  upon  it  as  no  one's  business  but  his  own. 
The  clerks  explained,  "I  told  them  to  do  it  this  way",  or  "I  did 
it  this  way  because  they  don't  know  anything  about  it."  One  ex- 
ception to  this  rule  was  a  clerk  who  guessed  "my  records  are 
pretty  bad,  but  I  have  only  been  clerk  9  months  and  haven't  had 
time  to  look  at  the  law  yet" 

The  following  examples  are  cited,  the  percentage  being  based  upon 
the  total  number  of  examinations  made  by  the  investigator : 

Three  per  cent  of  the  presidents  allow  the  clerks  to  sign  the  name 
of  the  presidents  to  the  minutes  of  the  board  meetings 

Twenty-one  per  cent  allow  the  clerks  to  sign  the  name  of  the 
presidents  to  financial  stationery  (warrants) 

Thirty-five  per  cent  attach  their  signatures  to  financial  stationery 
(warrants)  before  they  have  been  filled  out  by  the  clerks,  mak- 
ing it  possible  for  the  latter  to  make  the  warrant  payable  for 
any  amount  he  may  desire 

These  last  2  practices  make  it  possible  for  clerks,  should  they 
be  so  inclined,  to  overpay  any  claim  they  wish  wkh  but  slight 
chance  of  detection.  In  only  a  small  percentage  of  the  districts 
examined  was  it  found  that  all  bills  had  been  presented  to  sub- 
stantiate the  claims  made.  Clerks  state  that  little,  if  any,  atten- 
tion is  paid  by  board  members  to  the  reading  of  the  minutes  of 
the  preceding  meeting 


RURAL   BOARDS   OF   EDUCATION  279 

Unlimited   power   of   clerks   of   school   boards   in   the   disbursing   of 

school  funds 

Of  the  total  number  of  clerk's  records  examined,  40%  were 
carefully  kept  and  in  good  condition.  The  condition  of  the  rest 
of  the  records  which  ranged  from  fair  to  deplorable  was  caused 
more  by  carlessness  than  by  any  dishonest  intent  on  the  part  of 
the  clerks.  Of  the  40%  which  were  in  good  condition,  3 
were  nearly  perfect  in  every  detail.  One  clerk  had  not  only 
followed  the  procedure  prescribed  with  the  greatest  fidelity,  but 
had  gone  beyond  and  installed  a  bond  record  which  is  worthy  of 
special  mention.  The  poorest  set  of  accounts  investigated  were 
those  kept  by  a  former  county  auditor,  who  is  one  of  the  highest 
paid  school  clerks  in  the  township  districts.  This  clerk  did  not 
draw  warrants  in  payment  of  claims  when  allowed  by  the  board, 
but  held  them  up  until  it  suited  his  pleasure  to  pay  them.  One 
claim  allowed  during  September,  1912,  had  not  been  paid  at  the 
time  of  the  investigation,  June,  1913,  although  the  board  had  had 
cash  on  hand  during  the  entire  period  elapsing  between  the  2?  dates. 
Other  payments  were  lumped  together  and  held  over  in  order  to  save 
the  work  of  issuing  a  warrant  for  each  claim  allowed 

Clerks,  as  a  rule,  were  anxious  to  be  instructed  regarding  the  proper 
procedure  in  keeping  their  accounts  and  records.  Of  the  total 
number  of  records  investigated,  it  was  found  that 

Elev.en  per  cent  of  the  clerks  had  no  teachers'  certificates  on  file 

Four  per  cent  were  allowing  teachers  to  teach  although  their  cer- 
tificates had  expired 

Sixteen  per  cent  had  failed  to  publish  or  post  a  statement  of  the 
receipts  and  disbursements  of  school  funds  as  required  by  law 

Twenty-one  per  cent  had  improperly  signed  the  presidents'  names 
to  financial  stationery  (warrants) 

Three  per  cent  had  improperly  signed  the  treasurers'  names  to 
financial  stationery  (warrants) 

One  clerk's  wife  had  improperly  signed  the  names  of  the  clerk  and 
president  to  financial  stationery  (warrants) 

One  clerk's  wife  made  a  practice  of  issuing  warrants  in  payment 
of  claims,  without  the  knowledge  or  authority  of  the  clerk.  He 
explained :  "I  gave  her  the  dickens  two  or  three  times  for  that, 
but  it  don't  seem  to  do  any  good!) 


28O  OHIO   STATE   SCHOOL   SURVEY   REPORT 

Seventy-one  per  cent  had  issued  warrants  in  payment  of  claims 
which  the  minutes  did  not  show  had  been  allowed  by  the  boards 

One  clerk  was  paid  by  the  board  at  the  rate  of  $2.00  per  day  for 
each  meeting  attended  including  the  transaction  of  the  clerical 
work  originating  from  that  meeting.  He  was  then  allowed  10 
cents  for  each  warrant  he  issued  between  meetings  and  15 
cents  per  hundred  words  of  correspondence  attended  to.  It  was 
found  that  this  clerk,  in  order  to  obtain  the  additional  compensa- 
tion, issued  90  per  cent  of  the  warrants  between  meetings.  He 
stated  that  he  did  not  count  the .  words  of  correspondence  at- 
tended to  but  made  a  guess  at  them.  He  convinced  the  investi- 
gator that  he  was  a  good  guesser 

Twenty-eight  per  cent  were  drawing  salaries  for  their  services 
although  the  boards  had  set  no  salary  for  the  clerk's,  services,  ac- 
cording to  the  minutes 

One  clerk  wrote  up  the  treasurer's  record  for  him,  merely  copying 
from  his  own 

Three  per  cent  had  improperly  signed  the  signature  of  the  president 
to  the  record  of  minutes  of  meetings 

One  clerk  had  written  up  the  minutes  of  a  meeting  which  had  never 
been  held 

Many  clerks'are  keeping  the  minute  record  in  a  very  careless  man- 
ner and  not  as  a  permanent  record  should  be  kept.  The  following 
shows  some  of  the  careless  methods  used : 

Twelve  per  cent  enter  the  minutes  with  a  lead  pencil 

Four  per  cent  of  the  books  were  unsuited  for  the  purpose  used, 
their  binding  being  such  that  the  leaves  were  continually 
dropping  out 

Thirty-four  per  cent  of  the  minutes  were  unsigned  by  either  the 
clerk  or  president 

Twenty-three  per  cent  do  not  show  the  purpose  for  which  special 
meetings  were  called 

Four  per  cent  do  not  show  that  the  minutes  of  the  preceding 
meeting  were  read  and  approved 

Thirty-two  per  cent  do  not  show  where  the  meetings  were  held 

Forty-six  per  cent  of  the  clerks  attest  the  signature  of  the  presi- 
dent before  he  has  attached  his  signature 


RURAL  BOARDS  OF  EDUCATION  28 1 

The  carelessness  evidenced  by  the  above,  proves  conclusively  that 
a  large  portion  of  school  funds  and  records  are  handled  in  a  hap- 
hazard manner.  The  present  procedure  of  (i)  shelving  the  respon- 
sibility for  disbursing  school  money  upon  the  clerks,  (2)  requiring 
no  itemized  statement  from  vendors,  (3)  presidents  allowing  the 
clerks  to  sign  their  (the  presidents')  signatures  to  financial  station- 
ery or  signing  blank  warrants  themselves,  and  (4)  treasurers  allow- 
ing clerks  to  sign  their  (the  treasurers')  signatures  in  indorsing 
warrants  to  the  depositories,  breeds  both  carelessness  and  dis- 
honesty. An  example  of  what  might  occur  in  any  district,  was 
discovered  by  a  state  examiner  during  the  month  of  July,  1913. 
In  this  instance  the  examiner  found  that  a  wealthy  resident  had 
filled  the  office  of  township* and  school  clerk  for  the  past  20 
years  and  that  during  the  past  3  years  he  had 

Forged  the  signatures  of  many  prominent  parties  to  warrants  which 

he  later  cashed 

Raised  the  amounts  that  warrants  were  originally  drawn  for 
Padded  the  pay  roll  by  carrying  the  names  of  dummy  teachers 

Treasurers,  expensive  luxuries 

It  was  seldom  indeed  that  treasurers  were  found  who  knew  anything 
of  school  business,  other  than  the  receiving  and  disbursing  of 
school  funds,  and  in  many  instances  they  knew  nothing  of  this 
as  the  depository  attended  to  all  their  affairs.  In  80%  of  the  cases 
examined  it  was  found  that  the  treasurer  received  the  paid  war- 
rants from  the  depository  only  once  or  twice  each  year  and  then 
posted  them  to  his  ledger.  Treasurers  as  a  rule  receive  more 
compensation  for  their  services  than  the  clerks  and  do  practically 
no  work.  Treasurers'  accounts  are  generally  kept  either  by  the 
depository  handling  the  school  funds  or  by  the  clerk,  and  war- 
rants to  which  the  signatures  of  the  presidents  and  clerks  were 
improperly  signed,  were  paid  by  the  depositories  without  question. 
In  one  district  it  was  found  that  the  alleged  signature  of  the 
president  was  continually  being-  misspelled.  Many  a  treasurer 
allowed  the  depositories  to  cash  warrants  without  their  passing 
through  his  hands.  Two  treasurers  were  found  who  were  carrying 
the  school  funds  around  in  their  pockets  and  2  were  drawing 
them  by  personal  check  without  the  clerks  issuing  warrants. 
The  treasurer  as  a  safeguard  for  school  funds  in  many  rural 
districts  is  a  joke  and  an  unnecessary  expense  to  the  ditsrict 


282  OHIO    STATE    SCHOOL    SURVEY    REPORT 

School  lands  (section  sixteen) 

Statistics  prepared  by  Auditor  of  State  A.  V.  Donahey,  from  a  re- 
port made  by  Mr.  M.  H.  Beard,  who  spent  three  and  one-half 
years  in  investigating  this  subject  for  the  state,  show  that 

The  unsold  school  lands  which  are  leased  at  present,  bring  into 
the  school  districts  $14,011.00  annually 

Few  elected  boards  of  trustees  of  school  lands  are  serving  at 
present 

Few  boards  of  trustees  or  treasurers  have  been  appointed  by 
county  auditors,  although  the  law  requires  that  they  make  these 
appointments  if  the  people  fail  to  elect 

Few  treasurers  are  giving  the  $500  bond  required  by  law 

Treasurers  are  drawing  more  compensation  than  they  are  entitled 
to 

Squatters  are  selling  this  land  to  innocent  parties 

Minerals  are  being  removed  from  under  this  land  although  this  is 
against  the  wording  of  the  leases 

Many  of  the  original  records  of  leases  have  been  destroyed  and 
much  of  this  land  cannot  now  be  traced 

Using  the  statistics  and  leads  furnished  by  the  State  Auditor, 
which  he  kindly  turned  over  to  the  investigator,  the  unsold  school 
lands  in  3  counties  were  investigated  and  it  was  found  that 

One  treasurer  has  been  holding  the  rental  collected  from  these 
lands  for  the  past  4  years,  no  effort  being  made  to  disburse  it  to 
the  boards  who  are  entitled  to  it 

One  clerk  and  I  treasurer  are  occupying  parcels  of  this  land  at  present, 
paying  no  rent,  although  elected  to  look  after  it.  The  treasurer 
referred  to  has  recently  built  a  $2,500  home  upon  the  parcel  he  is 
occupying 

The  land  is  under  appraised,  and  much  of  it  has  never  been  ap- 
praised since  the  original  leases  were  granted.  The  following  ex- 
amples are  cited : 

One  piece  investigated  was  appraised  at  $1.50  per  acre  and  the 
annual  rental  amounted  to  9  cents  per  acre.  This  lessee 
claimed  to  be  the  owner  of  the  land  and  produced  a  warranty 


RURAL   BOARDS   OF   EDUCATION  283 

deed,  which  showed  that  he  had  paid  $600.00  or  $10.50  per 
acre  for  the  land.  This  lessee  stated  that  he  was  receiving 
royalty  for  the  coal  mined  under  this  land  at  the  rate  of  I 
cent  per  bushel  and  that  it  brought  him  in  from  $3.00  to  $4.00 
per  day.  He  then  asked  if  there  was  anything  against  the  land 
and  admitted  that  he  knew  he  was  .taking  a  chance  when  he 
purchased  it,  but  didn't  think  that  anyone  would  bother  him 
One  lessee  offered  the  investigator  16  acres  of  this  land  for- 
$4,000,  stating  that  he  had  been  working  it  on  shares  and 
that  it  brought  him  in  about  $500  per  year.  No  rental  has 
been  paid  on  this  parcel  for  the  past  4  years  and  before 
that  time  the  appraised  valuation  was  the  same  as  it  had  been 
when  the  original  lease  .was  granted 

Wherever  coal  is  found  under  these  .lands  it  is  being  mined 

Rents  in  i  township  have  not  been  collected  since  1883  while 
in  another,  no  one  knows  when  they  stopped  collecting 

Books  of  the  treasurers  and  clerks  have  been  mislaid  or  destroyed 
and  where  the  records  were  found  it  was. seldom  that  they  cov- 
ered a  period  greater  than  the  last  15  years.  One  clerk  when 
questioned  as  to  whether  he  was  still  clerk,  stated  that  he  didn't 
know.  When  asked  if  he  knew  if  anyone  else  had  been  elected 
or  appointed,  he  didn't  know  that.  He  was  then  asked  if  he 
still  had  the  records  or  whether  he  had  turned  them  over  to 
anyone.  In  reply  he  stated  "I  am  not  feeling  well  and  when  I 
get  better,  I  will  look  around  and  see  if  I  can  find  them".  These 
records  were  located  3  days  later  and  an  examination  of  them 
showed  that  this  clerk  was  occupying  4  lots  of  school  land  in  the 
village  and  had  paid  no  rental  for  6  years,  nor  had  any  effort  been 
made  to  collect  rental  from  any  of  the  other  lessees  during  that 
period 

In  i  township  the  lessees  were  willing  and  anxious  to  pay  rental 
on  these  lands,  but  claimed  there  was  no  one  elected  or  appointed 
who  was  authorized  to  receive  this  money.  This  case  was  taken 
up  with  the  county  auditor  and  he  laughed  and  stated  that  if 
they  wanted  anyone  appointed,  they  would  have  to  appoint  him 
from  Columbus,  as  he  wasn't  going  to  do  it 

County  auditors  are  ignorant  of  the  law  governing  school  lands 
and  make  no  effort  to  appoint  trustees  or  treasurers  when  these 
officials  are  not  elected 


284  OHIO    STATE    SCHOOL    SURVEY    REPORT 

In  i  township  it  was  found  that  the  lessees  have  been  paying 
their  rental  up  to  1911,  but  the  treasurer's  records  do  not  show 
that  all  of  this  money  has  been  accounted  for  by  him.  In  this 
instance  the  lessees  were  visited  and  their  receipts  examined. 
These  receipts  are  signed  by  the  treasurer  but  his  ledger  does 
not  show  the  corresponding  amounts  as  having  been  received 

In  another  township  a  merchant  is  looking  after  the  land  and 
is  collecting  the  rentals  and  disbursing  the  receipts  to  the  various 
boards  entitled  to  them.  This  man  stated  that  although  he  had 
never  been  elected  or  appointed  that  he  knew  of,  and  had 
given  no  bond,  he  was  willing  to  do  all  in  his  power  to  keep 
land  finances  straight.  He  was  charging  10%  commission  on  all 
collections  made.  The  law  allows  but  i%  on  the  disbursements 

In  every  township  visited,  with  a  single  exception,  it  was  found 
that  this  land  has  been  sold  to  innocent  parties,  by  the  lessees, 
and  in  almost  every  case,  warranty  deeds  had  been  given 

In  one  instance  the  land,  although  shown  in  the  county  records 
as  leased  school  land,  had  a  mortgage  of  $1,600  filed  against  it 

The  investigation  developed  the  fact  that  in  i  township  50  acres  of 
of  this  land  had  been  offered  for  sale,  48  acres  in  i  county  and  2 
acres  in  another.  In  tracing  the  title  of  this  land,  it  was  found 
that  the  Court  of  Common  Pleas  had  declared  a  partition  of  this 
land,  although  it  is  still  state  property 

Forms  and  records  for  school  accounting 

The  forms  provided  for  use  at  present  are  adequate  for  all  of  the 
present  needs  of  school  accounting,  with  the  single  exception  that 
there  should  be  i  additional  column  which  would  care  for  the 
payment  of  loans.  As  an  example  of  this  need,  the  following 
is  cited : 

School  boards  may  not  have  sufficient  money  in  their  tuition 
fund  to  meet  all  of  their  obligations  for  teaching  for  the  term. 
A  sum  of  money  will  be  borrowed  and  when  repaid  will  be 
charged  against  the  tuition  fund,  although  this  money  has 
already  been  charged  to  this  fund  as  it  was  disbursed  in  pay- 
ment of  teachers'  salaries.  This  procedure  makes  the  annual 
financial  statement  of  the  clerk  to  the  county  auditor  mis- 
leading, as  the  amount  shown  as  disbursed  for  tuition,  will  be 


RURAL  BOARDS  OF  EDUCATION  285 

in  excess  of  the  actual  amount  paid  for  teaching,  including 
both  the  loans  and  the  actual  disbursements  for  teaching  or 
tuition.  The  Bureau  of  Inspection  and  Supervision  of  Public 
Offices  deserves  much  credit  for  installing  the  present  system 
as  it  is  clear  and  understandable  and  clerks  and  treasurers 
should  have  little  or  no  trouble  in  following  the  procedure 
prescribed 

Conclusions 

In  summing  up  the  general  conditions  in  accounting  for  school  funds 
as  they  are  kept  at  present,  they  show  that  the  procedure  provided 
is  good,  but  that  this  procedure  is  not  being  followed  by  the 
officials  of  many  school  boards.-  While  the  system  provides  that 
all  moneys  disbursed  must  be*"  (i)  allowed  by  the  board  -in  regular 
session  and  then  (2)  warrants  drawn  in  favor  of  the  payee  for  the 
same  and  signed  by  the  president  and  clerk  and  then  (3)  endorsed 
over  to  the  depository  by  the  treasurer,  the  procedure  which  is 
actually  followed  by  a  majority  of  the  township  and  special  dis- 
tricts is  that 

The  clerk  draws  warrants  in  payment  of  claims  as  soon  as  pre- 
sented, without  awaiting  the  action  of  the  board.  Sometimes 
these  claims  are  taken  up  at  the  next  meeting  of  the  board,  but 
more  often  they  are  neyer  presented 

The  president  either  signs  blank  warrants  ahead,  or  authorizes 
the  clerk  to  sign  his  (the  president's)  name  to  them,  if  he,  the 
clerk,  desires  to  issue  warrants  between  meetings 

The  treasurer  instead  of  endorsing  these  warrants  over  to  the 
depository,  generally  has  an  understanding  with  the  depository 
and  attaches  his  signature  to  them,  once  or  twice  a  year,  after 
they  have  been  paid 

Some  clerks  allow  their  wives  to  keep  their  records  for  them  and 
in  some  of  these  cases  the  wife  is  allowed  to  sign  the  name  of 
both  clerk  and  president  to  the  warrants  and  issue  them  before 
action  is  taken  by  the  board 

Rarely  indeed  are  vendors  required  to  submit  an  itemized  bill 
to  substantiate  their  claims 

Nine  per  cent  of  the  depositories  refuse  to  give  bond  to  protect  the 
school  boards'  deposits 

Five  per  cent  of  the  bonds  given  by  depositories  are  too  low  and 
do  not  cover  the  amount  deposited  at  all  times 


286  OHIO    STATE    SCHOOL    SURVEY    REPORT 

The  laxness  of  the  procedure  followed  by  many  of  the  boards  is 
entirely  due  to  carelessness,  but  by  following  the  procedure  as 
they  do  at  present,  practically  all  of  the  checks,  which  have  been 
furnished  by  law  to  protect  and  safeguard  the  disbursing  of 
school  money,  have  been  removed 

No  efforts  are  being  made  by  60%  of  the  county  auditors  to 
make  accurate  statements  or  reports  of  financial  conditions  of  the 
rural  schools  to  the  State  Commissioner  of  Common  Schools.  The 
auditors  merely  fill  in  the  blanks  provided  and  let  them  go,  without 
making  any  effort  to  check  up  the  information  given  to  see  that 
it  is  correct 

If  the  present  conditions,  in  regard  to  the  procedure  followed  in 
controlling  school  lands,  are  allowed  to  continue,  it  is  only  a  ques- 
tion of  time  until  these  lands  will  be,  entirely  lost  track  of  by  the 
state.  It  is  conservatively  estimated  by  the  Auditor  of  State  that 
the  school  districts  are  losing  $50,000  annually.  The  refusal  of 
county  auditors  to  appoint  trustees  and  treasurers  of  these  lands, 
when  they  are  not  elected  and  the  further  lack  of  interest  of  these 
trustees  and  treasurers  when  they  are  elected  or  appointed,  show 
conclusively  that  some  step  must  be  taken  immediately  to  reclaim 
this  land  and  to  get  for  the  children  of  this  great  state,  their  rightful 
inheritance.  Even  an  additional  $50,000  would  mean  much  to  the 
rural  schools  in  teachers  and  improved  buildings 

How  conditions  may  be  bettered 

In  order  to  place  the  accounting  system  of  the  school  boards  on  an 
efficient  and  economical  basis  it  will  be  necessary  to  repeal  or 
amend  certain  sections  of  the  laws  of  the  state,  which  govern  the 
present  accounting  procedure.  Two  systems  are  suggested,  either 
of  which,  will  require  but  few  changes  in  the  present  laws  or  the 
established  procedure.  These  systems  will 

Simplify  the  present  procedure 

Give  the  State  Auditor  control  over  the  accounts  of  each  board 
and  allow  him  to  keep  in  touch  with  each  district  as  to  its 
indebtedness  and  the  prices  paid  for  various  supplies,  so  that 
he  can  advise  the  board  if  he  finds  the  district  is  being  gouged 

Save  each  board  from  $10  to  $100  per  annum,  according  to  the 
amount  of  work  done  for  them  by  the  auditor's  department 

Control  the  work  of  the  clerks  so  that  the  present  laxness  cannot 
exist 


RURAL   BOARDS   OF   EDUCATION  287 

Allow  for  the  payment  of  claims  more  promptly 

Make  payments  by  vouchers  which  may  be  cashed  anywhere 

Do  away  with  the  present  system  of  examination  by  the  Bureau 
of  Inspection  and  Supervision  of  Public  Offices 

Permit  the  borrowing  of  school  funds  at  a  reasonable  rate  of 
interest,  from  the  Treasurer,  instead  of  borrowing  from  outside 
parties  as  at  present 

Guarantee  that  a  reasonable  rate  of  interest  be  paid  on  school  funds 
deposited 

System  number  i 

This  system  would  require  that  the  present  forms,  with  the  excep- 
tion of  warrants,  be  used  by  the  clerk,  that  the  office  of  treasurer 
of  the  board  be  abolished,  that  the  present  system  of  local  de- 
positories be  discontinued  and  that 

1  The  county  auditor  and  treasurer  transfer  the  funds  due  each 
school  board  to  the  State  Treasurer,  instead  of  to  the  boards 
as  at  present,  advising  the  State  Auditor  and  the  clerk  of  the 
amount  placed  to  the  credit  of  each  board 

2  The  Auditor  of  State  will  keep  a    ledger  account  with  each 
township  school  board  on  forms  similar  to  those  used  by  the 
treasurers  of  the  boards  at  present 

3  School  boards  will  allow  bills  as  at  present,  using  the  yea  and 
nay  vote,  but  requiring  that  these  bills  be  submitted  to  them, 
in  itemized  form,  on  a  regular  voucher  which  will  be  fur- 
nished by  the  Bureau  of  Inspection  and  Supervision  of  Pub- 
lic Offices  and  the  vendor  will  certify  upon  the  voucher  that 
the  supplies,  materials  or  labor  were  furnished  by  him 

4  After  the  allowing  of  the  claim,  by  the  board,  the  president 
and  clerk  will  sign  the  same  after  certifying  that  (a)  there  is 
sufficient  money  in  the  fund  drawn  against  to  meet  the  claim 
(b)  the  board  allowed  the  bill  while  in  regular  session 

5  This  voucher  will  then  be  payable  at  any  bank  in  the  state 

and  will  be  taken  up  by  the  Treasurer  the  same  as  other  state 
vouchers.  The  voucher  will  then  be  audited  by  the  State 
Auditor  and  the  amount  debited  to  the  school  board 

6  The  statement  of  receipts  and  disbursements  now  prepared 

by  the  clerk  for  the  county  auditor,  will  be  sent  to  the  State 


288  OHIO    STATE    SCHOOL    SURVEY    REPORT 

Auditor  who  in  turn  will  make  the  statement  of  receipts  and 
disbursements  of  school  funds  to  the  state  Superintendent  of 
Public  Instruction,  thus  insuring  accurate  statistics 

7  The  State  Treasurer  should  deposit  this  money  where  it  will 
be  safe  and  yet  yield  a  good  rate  of  interest  and  this  interest 
should  be  credited  to  the  various  boards  according  to  their 
balances  on  hand.  He  should  also  arrange  some  method  of 
loaning  funds  to  boards  in  need,  at  the  same  rate  of  interest 
which  is  being  received  on  deposits 

While  this  system  will  make  it  unnecessary  to  have  state  examin- 
ers in  the  field  to  examine  the  school  accounts,  it  will  be  neces- 
sary to  have  more  clerks  in  the  Auditor's  office  to  conduct  these 
audits.  Two  good  bookkeepers  would  be  able  to  handle  the  addi- 
tional bookkeeping.  The  expense  of  this  work  should  be  charged 
to  the  various  boards  and  it  is  safe  to  say  that  the  cost  would 
be  only  a  small  fraction  of  that  now  paid  to  school  treasurers 
and  the  accounts  would  be  properly  kept 

System  number  2 

System  number  2  is  identical  with  that  described  above  *  with  the 
exception  that  the  county  auditor  and  treasurer  act  instead  of 
the  state  officials.  By  using  this  system  it  would  still  be  neces- 
sary to  have  state  examiners.  The  benefits  derived  from  the 
first  system  would  be  much  greater  than  from  the  second 

School  lands 

School  lands  should  be  reclaimed  and  to  do  this  it  will  be  necessary 
first  to  trace. from  each  township  and  county  record  the  amount 
of  land  that  has  been  sold  by  the  state  and  the  amount  of  unsold 
land  and  who  is  occupying  it.  This  should  then  be  traced  down 
to  find  out  if  the  present  lessees  are  or  have  been  delinquent  in 
their  rental  payments,  and  if  they  are  or  have  been,  they  should 
be  ousted.  There  is  no  doubt  but  that  the  school  districts  are 
entitled  to  many  hundreds  of  thousands  of  dollars  in  back  rents, 
which  should  be  collected 

As  the  present  method  of  handling  this  land  has  proved  itself  bad, 
it  should  be  abolished  by  law 


XX      CONSOLIDATION  AND  CENTRALIZATION   OF 

SCHOOLS 


Past  progress  in   consolidation  and  centralization  of 

schools 

The  first  centralized  school  in  Ohio  was  established  at  Kingsville  in 
Ashtabula  County,  in  1892.  Th£  reports  of  the  county  auditors  to 
the  state  Superintendent  of  Public  Instruction  in  1912-1913  give 
the  number  of  centralized  and  consolidated  schools  at  192. 
In  the  north-east  agricultural  division  centralization  has  advanced 
rapidly,  the  number  in  this  district  being  59.  The  south-east  dis- 
trict has  3,  the  south-west  12  and  the  north-west  10  centralized 
schools 

Consolidation  or  partial  centralization  has  made  considerable  head- 
way; 212  of  such  schools  are  now  in  existence,  distributed  among 
the  agricultural  supervision  districts  as  follows : 

North-western   46 
North-eastern  80 
South-eastern  35 
South-western  51 

The  reports  of  the  county  auditors  to  the  State  Commissioner  of 
Common  Schools  would  seem  to  indicate  that  the  growth  of  cen- 
tralization has  not  been  regular.  Since  1907  there  have  been  2 
periods  of  rapid  increase  and  i  period  of  apparent  decline 

The  apparent  fluctuations  have  probably  been  due  either  to  incom- 
plete reports  or  variations  in  interpretation  of  the  term  centraliza- 
tion. Two  generalizations  can  safely  be  made : 

1  That  we  are  now  in  a  period  of  healthly  growth 

2  That  there  is  room  for  much  more  centralization  in  Ohio 

Need  of  further  centralization  and  consolidation 

The  number  of  one  room  township  schools  and  the  number  of 
special  districts  are  not  accurately  known,  while  statistics  as  to 
attendance  of  individual  schools  are  not  required  of  county  auditors 

19    s.  s.  (289) 


290  OHIO    STATE    SCHOOL    SURVEY    REPORT 

The  county  auditors  were  appealed  to  for  information  with  regard  to 
the  number  of  school  rooms  with  very  small  attendance.  Of  the 
88  county  auditors,  28  answered  promptly.  From  their  answers  it 
appears  that  in  28  counties  there  are  36  school  rooms  with  an  en- 
rollment of  less  than  5;  147  with  from  5  to  10;  408  with  from  10 
to  15;  618  with  from  15  to  20;  725  with  from  20  to  25;  and  776  with 
25  or  over.  At  the  same  rate  there  would  be  in  the  state  as  a  whole 
115  school  rooms  with  an  enrollment  of  less  than  5;  600  with  an 
enrollment  of  less  than  10;  1,800  with  an  enrollment  of  less  than  15; 
and  3,900  with  an  enrollment  of  less  than  20 

Ten  per  cent  of  the  605  rural  and  special  district  schools  visited  had 
an  enrollmet  of  less  than  10  and  31%  an  enrollment  of  less  than 
15.  One  school  visited  had  no  children  in  attendance  for  2 
successive  days.  On  the  third  2  children,  the  total  membership, 
appeared.  In  another  school  the  total  "membership  consisted  of 
2  four-year-old  and  2  six-year-old  children.  The  per  capita 
cost  of  education  in  a  school  with  a  membership  of  less  than  10  is 
immense,  and  as  teachers  in  such  schools  are  hired  at  the  minimum 
rate  and  as  the  whole  life  of  such  schools  is,  in  most  cases,  dull  and 
spiritless,  the  educational  return  is  extremely  meager.  One  teacher 
in  a  very  small  school  declared  her  intention  of  leaving  on  account  of 
the  deadly  monotony,  and  expressed  an  opinion  that  the  only  cure  for 
the  present  inefficiency  of  the  schools  in  the  district  was  centralization. 
This  teacher  is  simply  one  of  many 

Possibility  of  future  progress  in  centralization  and 

consolidation 

In  the  greater  part  of  the  northwest  the  country  is  level  and  the  roads 
are  good.  In  the  northeast  district  centralization  has  already  made 
great  strides.  The  wealth  of  the  rural  districts  as  shown  by  the  tax 
duplicate  is  great.  To  a  less  degree  the  sa-me  is  true  of  the  south- 
west district.  In  the  southeast  district  the  problem  is  more  diffi- 
cult. The  roads  in  many  sections  are  almost  impassable  at  some 
periods  of  the  year.  The  country  is  hilly.  In  large  areas,  the 
wealth  of  the  district  lies  under  the  ground,  but  does  not  directly 
contribute  to  the  support  of  schools  in  these  areas,  etc.  In  many 
cases  centralization  or  consolidation  is  made  difficult  by  the  town- 
ship lines,  which  were  not  drawn  to  suit  topographical  conditions  but 
to  suit  the  map-maker's  and  surveyor's  convenience.  Even  here, 
however,  much  can  be  done  by  redistricting  and  by  effecting"' the 
consolidation  of  2  or  more  one  room  rural  schools,  rather  than 
by  attempting  complete  centralization 


CONSOLIDATION  AND  (  KXTKAI.I/ATIOX  291 

There  are  in  the  state  approximately  550  miles  of  brick  roads,  60  miles 
of  concrete,  10,000  miles  of  macadam,  14,000  miles  of  gravel,  and 
64,390  miles  of  dirt.  The  field  survey  disclosed  that  of  the  229 
schools  reported  on,  10  were  approached  mostly  by  brick,  72  by 
macadam  and  119  by  gravel  roads,  while  in  could  be  reached  from 
at  least  i  direction  by  dirt  roads  only.  As  dirt  roads  are  replaced 
by  roads  of  better  type  centralization  will  become  more  and  more 
possible  and  as  centralization  and  consolidation  are  more  and  more 
promoted,  good  roads  will  be  rnqre  and  more  in  demand.  Cen- 
tralization and  good  roads  must  go  hand  in  hand 

In  many  cases  one  room  rural  schools  are  less  than  a  mile  apart. 
Of  the  605  township  and  special  district  schools  visited  during  the 
survey,  at  least  16.5%  were  within  a  mile  of  other  rural  schools 

Constructive  suggestions 

In  view  of  the  fact  that  the  rural  problem  is  also  distinctly  a  city 
problem,  because  inefficiency  in  rural  education  must  react  sooner 
or  later  on  the  efficiency  of  cities,  whose  population  is  largely  re- 
cruited from  the  country  and  whose  food  comes  entirely  from  the 
country,  it  is  recommended 

That  the  state  pay1  half  the  cost  of  transporting  pupils  in  rural  dis- 
tricts, up  to  $100  for  any  one  district 

That  special  subventions  be  paid  for  special  services  rendered  by 
centralized  and  consolidated  schools,  according  to  a  p!:m  set  forth  in 
Section  XXII  of  this  report 

That  the  agricultural  supervisors  be  especially  required  to  further 
centralization  and  consolidation  wherever  possible,  inasmuch  as 
centralization  and  consolidation  will  contribute  more  largely  to 
effective  agricultural  education  than  any  one  other  agency 

That  the  deputy  state  superintendent  of  public  instruction  be  as- 
signed as  his  most  important  duty,  the  supervision  and  management 
of  the  centralization  movement 


XXI     STATE  AID  TO  COMMON  SCHOOLS 


The  report  of  the  School  Revenue  Commission  to  the  Ohio  State  Teach- 
ers Association  in  1907  contains  an  exhaustive  article  by  Dr.  Henry 
G.  Williams,  Dean  of  the  State  Normal  College,  Athens,  Ohio,  on  the 
"Collection  and  Distribution  of  School  Funds".  The  statistics  in  this 
report  were  brought  down  to  1906.  In  order  to  see  whether  the  con- 
clusions reached  by  Dr.  Williams  in  1907  would  hold  now,  the  statis- 
tics were  brought  down  to  1912.  The  result  of  the  study  showed  that 
his  statement  that,  "We  are  therefore  doing  less  as  a  state  for  schools 
than  we  did  prior  to  1872"  is  even  more  true  now  than  it  was  in  1907 

The  annual  report  of  the  State  Commissioner  of  Common  Schools  for 
1906,  gives  $20,971,041.15  as  the  total  annual  expenditure  for  schools. 
The  1912  report  gives  $31,031,677.77  as  the  total  annual  expendi- 
ture for  schools  an  increase  of  48%.  During  the  period  from  1906 
to  1912  inclusive,  state  payments  to  common  schools  have  increased 
from  *$2,i33,450.7o  to  $2,492,106.71  an  increase  of  but  16.8%.  The 
total  state  expenditure  for  education  has  gone  up  from  $2,901,055.00 
to  $3,400,405.49,  an  increase  of  but  17.2%.  During  the  same  period 
the  total  state  disbursements  for  all  purposes  have  gone  up  from 
$8,531,295.40  to  $13,657,953.05  an  increase  of  60%.  Thus  though 
the  total  state  expenditure  has  increased  60%  the  state  expenditure 
for  education  has  increased  but  17%  and  the  aid  to  elementary  and 
high  schools  less  than  17% 

Taking  the  latest  figures  available  the  total  amount  spent  on  schools  is 
40%  of  the  total  tax  levy  or  about  33%  if  the  expenditure  for  sites 
and  buildings  is  excluded,  while  the  annual  state  expenditure  for 
common  schools  is  less  than  18%  and  for  all  education  is  less  than 
24%  of  the  total  state  annual  receipts  exclusive  of  balances  and  less 
than  19%  and  25%  respectively  of  the  total  annual  state  expenditure 

If  education  is  a  state  affair  and  if  it  is  the  duty  of  the  state  to  insure 
proper  schooling  to  all  children  it  is  surely  incumbent  on  the  com- 
monwealth to  readjust  its  scheme  of  state  aid.  The  most  recent 
figures  show  that  the  payments  from  the  state  common  school 
fund  are  doing  considerably  more  than  in  1906  —  as  shown  by 

*Figures  furnished  by  courtesy  of  the  State  Auditor's  Office 

(292) 


STATE  AID  TO  COMMON   SCHOOLS 

Dean  Williams'  paper  —  toward  equalizing  the  burden  of  support- 
ing the  schools,  but  the  archaic  system  of  distributing  this  fund 
according  to  the  number  of  enumerated  youth,  whether  in  or  out 
of  school,  instead  of  the  number  of  children  being  actually  educated, 
is  the  cause  of  grave  inequalities  and  injustices.  At  present  many 
communities  are  rewarded  according  to  the  number  of  youth  not 
in  attendance  at  school,  rather  than  according  to  the  number  of 
children  in  school.  The  payments  of  the  state  to  local  communities 
should  approximate  more  nearly  the  extent  and  value  of  the  services 
rendered  to  the  state.  So  long  as  the  method  of  distributing  state 
aid  makes  it  immediately  more  profitable  for  districts  not  to  enforce 
the  compulsory  attendance  law,  just  so  long  will  state  aid  fail  to 
secure  100%  of  that  service  to  the  state  which  is  the  only  warrant 
for  its  being  given.  Instead  of  weak  districts  being  the  only  ones 
which  receive  aid  under  the  present  system,  some  wealthy  cities  re- 
ceive relatively  an  extremely  high  state  payment  per  pupil  actually 
in  school  —  i.  e.  per  child  for  whom  the  municipality  is  actually  in- 
curring expense.  Changes  since  1906,  do  not  affect  the  validity  of 
the  analysis  of  the  present  system  made  in  Dean  Williams'  report 


XXII  STANDARDIZATION  OF  SCHOOLS  RATHER 
THAN  OF  PUPILS  AND  STUDENTS 


Constructive  suggestions 

To  further  the  effective  standardization  of  educational  institutions 
of  all  kinds  supported  by  the  state,  and  to  encourage  schools  to  at- 
tempt to  reach  higher  standards  of  efficiency,  the  following  sug- 
gestions are  made : 

That  2  classes  of  one  room  rural  schools  be  established,  first  and 
second,  the  class  to  be  determined  according  to  standards  set 
by  statute  and  raised  from  time  to  time  by  the  state  Superintend- 
ent of  Public  Instruction 

That  one  room  rural  schools  of  the  second  class  receive 'no  state 
subvention  save  their  regular  apportionment  of  the  common 
school  fund  or  any  payments  made  by  the  state  under  the  pro- 
visions of  law  authorizing  payments  to  poor  districts 

That  each  one  room  rural  school  of  the  first  class  be  paid  from 
the  state  funds  an  annual  subvention  of  $25  to  help  pay  the  ex- 
penses of  the  additional  apparatus,  etc.,  required  by  the  standard 
set  by  the  state  Superintendent  of  Public  Instruction 

That  2  classes  of  rural  and  village  schools  with  more  than  one 
teacher  be  established,  first  and  second,  according  to  standards 
set  by  the  state  Superintendent  of  Public  Instruction  and  that 
subventions  from  the  state  be  paid  to  these  schools  according  to 
a  definite  schedule,  say  of  $50  per  annum  to  the  second  class,  and 
$100  to  the  first  class 

That  the  charter  of  the  third  grade  high  schools  be  continued  but 
that  boards  of  education  in  districts  maintaining  a  third  grade 
high  school  only,  be  required  to  pay  the  tuition  of  any  pupils, 
holding  certificates  of  graduation  from  elementary  schools,  who 
desire  to  attend  first  grade  high  schools  in  other  districts,  during 
any  year  or  years  of  the  high  school  course 

That  graduates  from  any  second  class  one  room  rural  school  shall 
be  entitled  to  admission  to  high  schools  on  the  certification  of  the 
district  superintendent 

(294) 


STANDARDIZATION  295 

That  graduation  from  any  first  class  one  room  rural  school  or  any 
graded  rural  school  shall  entitle  a  pupil  to  admission  to  any  high 
school  without  examination  after  Sept.  ist,  1915 

That  graduation  from  any  first  grade  high  school  shall  entitle  any 
student  to  admission  without  examination  to  any  state  aided 
institution  of  higher  learning  after  Sept.  i,  1915 

That  graduation  from  any  state  aided  institution  giving  two  year 
or  four  year  courses  for  the  training  of  teachers  shall  entitle  a 
student  without  examination  to  a  four  year  provisional  teachers' 
certificate,  elementary  or  high  school  as  the  case  may  be 

That  the  standardization  of  aftd  state  subvention  to  the  elementary 
schools  in  the  rural  and  village  districts  should  be  carried  out  on 
a  plan  similar  to  the  following: 

Requirements  for  second  class  one  room  rural  elementary  schools 

Clean  building  and  yard 

Building  in  good  repair 

Separate  screened  privies  for  each  sex 

Requirements  for  second  class  one  room  rural  elementary  schools 
Clean  building  and  yard 
Building  in  good  repair 

Inside  toilets  or  separate  screened  privies  for  each  sex 
Maps  of  Ohio  and  United  States 
Library  of  not  less  than  50  volumes 

100  square  feet  of  slate  or  composition  blackboard,  at  least  one- 
half  of  which  must  be  within  2  feet  of  the  floor 

A.  system  of  heating  with  ventilation, — minimum,  a  jacketed  stove 

Buildings    hereafter    constructed    to    have    in    connection    with 
them  not  less  than  one  acre  of  land  for  organized  play 

Teacher  with  three  year  certificate 

Agricultural  apparatus  to  a  value  of  at  least  $15 


296  OHIO    STATE    SCHOOL    SURVEY    REPORT 

Requirements  for  second  class  consolidated  elementary  schools 
in  rural  and  village  districts 

Clean  building  and  yard 

Building  in  good  repair 

Inside  -toilets  or  separate  screened  privies  for  each  sex 

A  case  of  not  less  than  6  maps  including  a  map  of  Ohio 

Library  of  not  less  than  100  volumes 

One  hundred  square  feet  of  slate  or  composition  blackboard,  at 
least  one-half  of  which  must  be  within  2  feet  of  the  floor 

A  system  of  heating  with  ventilation, — minimum,  a  jacketed  stove 

Buildings  hereafter  constructed  to  have  at  least  2  acres  of  land 
for  organized  play  and  agricultural  demonstration 

Not  less  than  2  rooms  and  2  teachers  on  full  time,  one  of  whom 
must  have  at  least  a  three  year  certificate 

One  teacher  to  be  employed  for  10  months  each  year  giving 
part  of  his  or  her  time  during  the  school  year  to  the  teach- 
ing of  agriculture  or  domestic  science  or  both,  and  during 
part  of  vacation  supervising  agricultural  work  of  boys  or 
domestic  art  work  of  the  girls 

Agricultural  apparatus  to  the  value  of  at  least  $25 

Requirements  for  first  class  consolidated  elementary  schools  in 
rural  and  village  districts 

Clean  building  and  yard 

Building  in  good  repair 

Inside  toilets  or  separate  screened  privies  for  each  sex 

A  case  of  not  less  than  6  maps  including  a  map  of  Ohio 

Library  of  not  less  than  150  volumes 

100  square  feet  of  slate  or  composition  blackboard,  at  least  one- 
half  of  which  must  be  within  2  feet  of  the  floor 

A  system  of  heating  and  ventilation — minimum,  a  jacketed 
stove 


STANDARDIZATION 

Buildings  hereafter  constructed  to  have  at  least  3  acres  of  land 
in  connection  with  each  school,  one  for  agricultural  and 
school  garden  purposes 

A  course  in  domestic  science 

Two  teachers  to  be  employed  for  10  months  each;  one  teaching 
agriculture  during  the  school  term  and  supervising  agricul- 
ture during  part  of  the  vacation;  the  other  to  teach  domes- 
tic science  during  the  school  term  and  to  supervise  domestic 
science  instruction  during  part  of  the  vacation 

Agricultural  and  domestic  science  apparatus  to  the  value  of 
at  least  $100 

That  the  state  Superintendent*"of  Public  Instruction  should  be  author- 
ized to  have  manufactured  metal  placards  for  the  various  grades 
of  schools.  Boards  of  education  should  be  authorized  to  place  the 
placards  on  the  various  school  buildings 


RESUME 


The  work  of  the  office  of  the  state  Superintendent  of  Public  Instruc- 
tion is  hampered  by  lack  of  room,  necessary  equipment  and  ade- 
quate inspectorial  and  clerical  force.  The  Superintendent  himself 
is  forced  to  devote  a  large  part  of  his  time  to  office  detail 

The  department  should  be  provided  at  once  with  more  space  (it  now 
has  but  3  rooms,  2  of  these,  very  small),  more  equipment  for  filing 
and  preserving  records  and  more  office  force  so  that  the  state  Super- 
intendent of  Public  Instruction  can  devote  his  time  to  larger  matters 
of  policy 

Many  rural  districts  and  some  village  districts  are  inadequately  super- 
vised 

A  system  of  state  wide  and  as  nearly  as  possible  full  time  supervision 
should  be  inaugurated  providing  for  combined  county  and  district 
supervision  applying  to  all  school  districts  outside  the  cities 

The  present  method  of  certifying  teachers  is  too  cumbersome  and  puts 
a  premium  on  ability  to  pass  written  examinations 

Many  grades  of  certificates  should  be  abolished  and  every  candidate 
for  teachers'  license  should  be  required  to  pass  a  classroom  test 

Large  numbers  of  teachers  in  rural,  village  and  small  city  districts 
have  no  professional  training  and  even  no  academic  training  above 
the  high  school 

A  state  aided  system  of  teacher  training  in  connection  with  first  grade 
high  schools  in  rural  and  village  districts  should  be  established. 
Summer  schools  for  teachers  should  be  standardized  and  increased 
in  number.  Teachers'  institutes  wherever  retained  should  be  re- 
organized and  strengthened 

Much  good  instruction  was  observed  in  all  grades  of  schools,  but  in 
many  and  widely  separated  districts  the  need  of  careful  supervis- 
ion was  very  evident 

'298) 


,      RESUME  299 

Many  schools  of  all  grades  were  deficient  in  necessary  academic  and 
hygienic  equipment.  This  was  not  always  due  to  lack  of  funds  as 
neighboring  districts  of  similar  financial  standing  often  differed 
widely  as  to  amount  and  character  of  equipment 

Many  schools,  particularly  rural  schools  are  in  unsanitary  condition. 
In  many  cases  privies  especially  in  some  township  districts  are  in 
a  disgraceful  condition.  Ideal  condition  as  to  cleanliness  in  i  dis- 
trict may  exist  side  by  side  with  exactly  opposite  conditions  in  a 
neighboring  district 

All  schools  should  be  compelled  to  come  up  to  a  decent  standard  of 
cleanliness  and  academic  and  hygienic  equipment 

Good  examples  of  ventilation,  heating  and  lighting  are  found  in  all 
grades  of  schools,  but  undesirable  conditions  are  widespread 

The  salaries  of  teachers  are  inadequate  in  many  schools  particularly 
in  rural  districts.  Other  living  conditions  are  often  not  of  a  nature 
to  tend  toward  length  of  service  in  the  profession 

Outside  cooperation  with  public  schools  is  comparatively  rare  and 
except  in  the  cities  the  social  use  of  school  buildings  is  infrequent 
although  there  are  some  outstanding  examples  of  social  center  work 
in  rural  communities 

A  wide  spread  revival  of  the  use  of  school  buildings  as  community 
meeting  places  is  demanded  in  the  interest  of  the  social  life  of  rural 
communities.  Such  a  revival  would  go  far  totward,  on  the  one  hand 
solving  the  problem  of  retaining  good  teachers  in  rural  districts,  and 
on  the  other  increasing  the  interest  of  patrons  of  rural  schools 

Many  rural  boards  of  education  are  breaking  school  laws  by  non-en- 
forcement of  the  compulsory  attendance  law,  by  refusing  to  pay 
teachers  for  janitor  service  and  attendance  at  institutes  and  by 
maintaining  school  for  less  than  32  weeks  per  year 

Boards  of  education  should  be  compelled  to  obey  all  state  laws  on  pain 
of  non-participation  in  state  funds 

Too  many  exceedingly  small  schools  are  maintained  in  the  state. 
Such  schools  are  always  expensive  and  in  the  main  inefficient 

Consolidation  and  centralization  should  be  encouraged  whenever  prac- 
ticable^ Wherever  the  one  room  school  is  the  most  practicable,  and 
this  is  often  the  case,  it  should  be  the  best  possible  one  room  school. 
A  good  one  room  school  may  be  made  efficient  and  is  always  better 
than  a  poor  or  fair  graded  school 


3OO  OHIO    STATE    SCHOOL    SURVEY    REPORT 

No  schools  except  high  schools  are  effectively  standardized 

All  schools  should  be  standardized  and  the  graduates  of  lower  schools 
should  be  eligible  for  admission  to  a  higher  school  without  state 
examinations.  Institutions  should  be  standardized  rather  than  stu- 
dents or  pupils.  All  standardization  should  be  concerned  with  the 
quality  as  well  as  with  the  quantity  of  work  done,  and  the  greatest 
freedom  should  be  allowed  each  individual  school  to  develop  its  in- 
dividually along  the  line  of  service  to  its  community 

Respectfully  submitted, 

M.  EDITH  CAMPBELL  HORACE  L.  BRITTAIN, 

WILLIAM  L.  ALLENDORF  Director  of  Survey 

OLIVER  J.  THATCHER,  Chairman 

Commissioners 


APPENDIX  A 


The  thanks  of  the  School  Survey  Commission  and  the  Director  of  Sur- 
vey are  due  to  all  those  men  and  women  who  assisted  them  in  their 
work  by  criticizing  survey  forms,  taking  part  in  the  field  work,  donat- 
ing illustrative  material,  making  special  studies  and  criticising  the  con- 
structive suggestions  of  the  report.  Without  their  assistance  the  study 
would  have  been  impossible.  The  number  of  those  who  took  part  in 
formulating  and  criticizing  the  constructive  suggestions  is  so  large 
that  no  list  can  be  published.  Below  are  given  lists  of  those  who  took 
part  in  the  work  in  other  way?.  If  anyone  who  assisted  in  the  sur- 
vey find  his  name  absent  from  these  lists,  he  may  be  assured  that  the 
omission  was  due  to  inadvertence  and  not  to  any  failure  to  appreciate 
his  work 

Some  of  the  men  and  women  who  criticized  field  forms 

Dr.  William  H.  Allen,  Director,  Bureau  of  Municipal  Research,  New  York 

Russell  H.  Allen,  Polytechnic  Preparatory,  Brooklyn 

William  A.  Averill,  New  York  Bureau  of  Municipal  Research 

Dr.  W.  C.  Bagley,  Director,  School  of  Education,  University  of  Illinois 

Supt.  E.  L.  Coffeen,  Lyman  School  for  Boys,  Mass. 

Supt.  C.  J.  Brewer,  Chippewa  Falls,  Wis. 

A.  H.  Keyes,  New  York  Bureau  of  Municipal  Research 

Prof.  J.  E.  Kirshman,  North  Dakota  Agricultural  College 

A.  N.  Farmer,  State  Board  of  Public  Affairs,  Madison,  Wis. 

E.  A.  Fitzpatrick,  State  Board  of  Public  Affairs,  Madison,  Wis. 

William  E.  Grady,  Principal,  Manhattan  Public  School  No.  64,  New  York 

Frank  W.  Miller,   State  Superintendent  of  Public  Instruction,  Ohio 

T.  W.  Metcalfe,  School  Editor,  New  York  Globe 

Mrs.  Josephine  C.  Preston,  State  Superintendent  of  Public  Instruction,  Washington 

John  F.  Putnam,  Port  Chester  High  School,  New  York 

Supt.  W.  A.  Sterling,  North  Yakima,  Washington 

Prof.  A.  M.  Stowe,  Depauw  University,  Indiana 

Dr.  A.  E.  Winship,  Editor,  Journal  of  Education,  Boston 

Field  workers :  members  of  university,  college  and  normal  school 
staffs  who  organized  or  carried  on  field  work;  students  of  education 
with  rural  school  experience*  who  assisted 

Ashland  College  D.  B.  Erbaugh 

M.   Barr  Prof.  L.  L.  Garber 

E.  V.  Carpenter  Prof.  E.  E.  Jacobs 

*Some  students  had  not  had   rural  school  experience  but  most  of  these  had 
taught  in  other  schools 

(301) 


302 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


J.'B.  Lambert 

O.  E.  Loeman 

J.  E.  Potts 

Louis  J.  Stine 
Buchtel  College 

Prof.  J.  C.  Rockwell 
Denison   University 

Prof.  C  D.  Coons 

Adin  A.   Grubb 

Anna  Hutchison 

Alice  Hutchison 

Mildred  Moore 

Bess  Nicolls 

Chas.  W.  Prine 

Grace  Shenberger 

A.  K.  Wheeler 
J.  L.  Wright 

Kent  State  Normal  School 
•    Prof.  J.  W.  Dinsmore 

Prof.  H.  L.  Eby 

Prof.  L.  S.  Hopkins 

Dean  J.  T.  Johnson 

Prof.  J.  E.  Layton 

Prof.  Lida  Layton 

Prof.  G.  E.  Marker 

Pres.  J.  E.  McGilvrey 

Prof.  David  Olson 

May  H.  Prentice,  Director  of 

Training 

Oberlin  University 
Nellie  I.  Douglas 
H.  H.  Hester 
Philip  C.  King 
Edith  Malin 
Dean  E.  A.  Miller 
Walla  M.  Russell 
Mount  Union-Scio  College 
A.  C.  Eldridge 
M.  S.  James 
H.  C.  Leonard 
Pres.  W.  H.  McMaster 
W.  B.  Ruggles 
Muskingum  College 
S.  B.  Copeland 
Eva  E.  Gray 
Jesse  Keyser 
Prof.  C.  J.  Marshall 
L.  C.  McCann 
Fred  T.  Mitchell 
J.  W.  Teener 
Margaret  Wilson 


Ohio    Northern    University 

Weltha  Bricker 

Earl  W.  Combs 

H.  P.  Curry 

Thomas  DeLong 

Prof.  J.  E.  Dobbins 

Rebecca  M.  Grabiel 

Alice  Gott 

Esther  Hawes 

Oscar  Hibner 

G.  T.  Howe 

L.  H.  Houpt 

Hope  Hutchinson 

Augustus  Karnes 

G.  H.  Knappenberger 

Selma  Kuhlmann 

G.  E.  Liest 

Dean  C.  C.  McCracken 

M.  Mollenkopf 

Russel  O.  Moore 
R.  L.  Owens 
lone  Price 
H.  W.  Rogers 
Ruth  Shaw 
S.  M.  Tuttle 
Alice  Warner 
Galen  Yeashing 
Ohio  State  University 
Gertrude  Bartlett 
Ida  Basinger 
Eunice  Bowser 
Dean  W.  W.  Boyd 
Prof.  G.  A.  Bricker 
C.  F.  Class 
M.  B.  Collins 
H.  C.  Copeland 
Prof.  C.  C.  Coontz 
Flora  Crawford 
Chas.  E.  Doust 
R.  C.  Gephart 
Prof.  A.  B.  Graham 
Glenna  Hesse 
C.  B.  Henry 
Sina  A.  Kirby 
Mary  E.  Kline 
Edwin  G.  Kneffer 
Helen  Livingston 
Ida  Maddox 

Josephine  Matthews,   Instructor 
Flora  McCampbell 
L.  D.  Mcllroy 
Mabel  Miskimen,  Instructor 


APPENDIX  A 


303 


H.  W.  Nisonger 
J.  N.  Pinkerman 

F.  J.  Ryan 
E.  G.  Spahr 
Sarah  E.  Stimmel 
Prof.  K.  D.  Swartzel 
Elizabeth  Sweatman 
Alice  Swisher 

Prof.  Eldon  Usey 
J.  P.  Walker 
Ohio   University 
A.  W.  Blizzard 
Wm.  R.  Blumenthal 
O.  P.  Clutts 

G.  W.  De  Long 
Jennie  F.  Dowd 
Pres.  Alston  Ellis 
Prof.  W.  L.  Card 
J.  O.  Grimes 
Loring  Hall 

Prof.  F.  C.  Landsittel 
Prof.  C.  L.  Martzolff 
Blanche  McDill,  Critic  Teacher 
F.  H.  McVay 
R.  L.  Morton 
Jesta  M.  Richards 
E.  R.  Richards 
Prof.  John  J.  Richeson 
Dean  Henry  G.  Williams 
Miami    University 
Blanche  Altrnan 
John  Ankeny 
Jesse  Battin 
Elma  Beerbower 
Dean  B.  M.  Davis 
Paul  Dildine 

Mary  D.  Finch,  Critic  Teacher 
Florence  Frie 
Lena  Gottschalk 
Sylvia   Griswold 
Nellie  Kiester 
Prof.  Anna  E.  Logan 
Prof.  A.  L.  Mathews 
C.  E.  Miller 
Cleomine  Mull 
Helen  O'Connor 
Orville  Powers 
Sue  J.  Rowan 


Margarite  Royal 

John  Schwartz,   Principal 

J.  Warren  Smith 

F.  R.  Sowers 

W.  E.  Steiner 

O.  S.  Thacker 
Western    Reserve    University 

Prof.  D.  C.  Mathews 
Wooster    University 

Prof.  W.  J.  Gifford 

J.  L.  Mason 

R.  B.  Snell 

A.  L.  Walker 
Wilmington  College 

Prof.  F.  R.  Elliott 

Prof.   Marion   Hollingsworth 

Prof.  Waldo  Woody 

Marietta  College 

Supt.  J.  V.  McMillan 
Prof.  D.  T.  Schoonover 
Prof.  F.  H.  Krecker 
M,rs.  J.  V.  McMillan 
George  J.  Blazier 
Robert  W.  Owens 
J.  C.  Finch 
W.  B.  Irvine  > 

H.  A.  Smith 
Supt.  George  C.  Donson 
Supt.  S.  A.  Gillette 
Others 

Louise  Becker 

J.  R.  Clarke 

J.  L.  Clifton 

H.  L.  Goll 

S.  A.  Harbourt 

Hon.   G.   M.   Hoaglin,   Member   of 
Legislature 

L.  S.  Ivins 

Candus  Martzolff 

W.  A.  McCurdy 

Mrs.  Frank  W.  Miller 

Frank  W.  Miller 

Hon.    G.    M.    Morris,    Member    of 
Legislature 

C.  E.  Oliver 

Bettie  Wilson 
J.  W.  Zeller 


304  OHIO    STATE    SCHOOL    SURVE\     REPORT 

Donors  of  cuts  and  plates 

Prof.   A.    B.    Graham,    Director,    Agricultural    Extension    Department,    Ohio    State 

University 

Dean  Henry  G.  Williams,  Editor,  Ohio  Teacher 
Principal  E.  B.  Mclntyre,  Springfield,  Ohio 
State  Y.  M.  C.  A.  County  Department 
State  Highway  Commission 
J.  R.  Clarke,  State  Supervisor  of  Agriculture 

1  Men  and  women  who  made  or  assisted  in  making  special  studies 

Marie  Bird,  Teacher,  Delaware 

Beatrice  Brophy,  Student,  Normal  School,  Columbus 

F.  G.  Boudreau,  M.  D.  Staff,  State  Board  of  Health 

Supt.  E.  J.  Brown,  Dayton 

Homer  C.   Brown,   D.   D.    S.   President   National   Dental   Association,    State   Board 

of  Health 

Helen  Butler,  Student,   Normal  School,  Columbus 
Alma  J.  Cantoe,  Director,  Avondale  Kindergarten,  Cincinnati 
Mildred  Chard,  Student,  Normal  School,  Columbus 
Fannie  M.  Clark,  Teacher,  Delaware 
J.  R.  Clarke,  State  Agricultural  Supervisor 
Supt.  R.  J.  Condon,  Cincinnati 

Paul  E.,  Cromer,  Principal,  High  School  Arlington 
Maud  Currie,  Student,  Normal  School,  Columbus 
F.  R.  Chapman,  D.  D.  S.  Secretary,  State  Dental  Association 
Supt.   C.  B.  Darby,   Plain  Township,  Franklin  County 
C.  H.  Dishong,  Teacher,  Columbus 
Dorthy  Forward,  Teacher,  Delaware 
Emma  Downey,  Teacher,  Logan 
Ruth  Dildine,  Student,  Normal  School,  Columbus 
Ethel  M.  Dean,  Student,  Normal  School,  Columbus 
C.  O.  Dustin,  Bureau  of  Municipal  Research,  Dayton 
Winifred  Edwards,  Teacher,  Delaware 
Ruth  Fondersmith,  Student,  Normal  School,  Columbus 
Supt.  Clark  Fullerton,  Frankfort 
Adella  Gall,  Student,  Normal  School,  Columbus 
H.  L.  Goll,  State  Agricultural  Supervisor 
Harriet  C.  Gillilan,  Teacher,  Delaware 
Supt.  A.  R.  Gilliland,  Malta 
Prof.    A.    B.    Graham,   Director    Agricultural    Extension    Department,    Ohio    State 

University 

S.  A.  Harbourt,    State  Agricultural  Supervisor 
E.  R.  Hayhurst,  M.  D.  Staff,  State  Board  of  Health 
Jennie  Harmon,  Teacher,   Columbus 
L.   S.  Ivins,   State  Agricultural   Supervisor 
Ruth  Jones,  Student,  Normal  School,  Columbus 
Edith  M.  Keller,  Teacher,  Delaware 
Anna  Kenny,  Student,  Normal   School,  Columbus 
Annie  F.  Kellogg,  Teacher,  Delaware 


APPENDIX  A  3O5 

Ruth  King,  Student,  Normal  School,  Columbus 

Gertrude  Laux,  Student,  Normal  School,  Columbus 

Ruth  Le  Crone,  Student,  Normal  School,  Columbus 

Jessie  Lentz,  Student,  Normal  School,  Columbus 

Bess  Long,  Student,  Normal  School,  Columbus 

Arch  Mandel,  Bureau  of  Municipal  Research,  Dayton 

Irene  Metzger,  Student,  Normal  School,  Columbus 

Emma  McCann,  Teacher,  Delaware 

R. 'E.  Miles,  Director,  Bureau  of  Municipal  Research,  Cincinnati 

S.  K.  Mardis,  State  School  Improvement  Federation 

E.  F.  McCampbell,  M.  D.,  Secretary,  State  Board  of  Health 

W.  A.  McCurdy,  State  High  School  Inspector 

T.  M.  Muir,  Principal,  Myrtle  Avenue  Public  School,  Youngstown 

C  E.  Oliver,  State  High  School  Inspector 

Supt.  W.  N.  Parks,  Carlisle,  Elyria  and  Ridgeville  Townships.  Lorain  County 

Abigail  Patterson,  Teacher,  Delaware 

Grace  Pearsall,  Student,  Normal  School,  Columbus 

Mary  L.  Pratt,  Teacher,  Delaware 

Inez  Richey,  Student,  Normal  School,  Columbus 

Alice  Rohe,  Student,  Normal  School,  Columbus 

Asst.  Supt.  E.  D.  Roberts,  Cincinnati 

Estella  Schart,  Student,  Normal  School,  Columbus 

Supt.  J.  A.  Shawan,  Columbus 

Margaret  A.  Sutherland,  Principal,  Normal  School,  Columbus 

Louise  Stitt,  Teacher,  Wadsworth 

Florence  Swisher,  Teacher,  Delaware 

H.  D.  Swygert,  Statistician,  State  Department  of  Public  Instruction 

Mary  E.  Thomson,  Teacher,   Delaware 

Ruth  Turnbull,   Student,  Normal  School,  Columbus 

L.  D.  Upson,  Director,  Bureau  of  Municipal  Research,  Dayton 

Supt.  Wm.  McK.  Vance,  Delaware 

Supt.  R.  O.  Wead,  Yellow  Springs 

Laura  G.  Wagner,  Teacher,  Delaware 

Nellie  P.  Wildermuth,   Student,   Normal   School,   Columbus 

Eva  Webster,  Teacher,  Delaware 

Laura  A.  Woodward,  Teacher,  Delaware 

Mary  M.  Wilkin,  Teacher,  Delaware 


20      S.   S. 


APPENDIX  B   FIELD  FORMS  AND 
QUESTIONNAIRES 


Forms  Used  in  the  Field  Survey  of  Schools 

The  forms  are  printed  as  used  except  that  the  identification  headings 
are  omitted 

Elementary  and  high  school 

Card  I  Physical  Equipment 

Card          II  General  Community  Conditions 

Card          V  H.  S.  and  Ele.  Sup.  Classroom  Instruction 

In  addition  the  first  sides  of  Cards  IV  Ele.  and  VI  Ele. 

were  the  same  as  Cards  IV  and  VI  H.  S. 
Cards       IV  Ele.  and  VI  Ele.  Front  sides  used  for  Cards  IV  H.  S. 

and  VI  H.  S. 

Elementary  only 

Card        III  Ele.  Compositions 

Card        IV  Ele.  Physical  Plant  and  Equipment — Individual  Room 

Card          V  Ele.  Classroom  Instruction 

Card        VI  Ele.  Records,  Reports  and  Statistics 

High  school  only 

Card        III  H,  S.  Text  books  in  Use 

Card        IV  H.  S.  Reverse :    Physical    Equipment — Individual    Room 

(continued) 

Card        VI  H.  S.  Reverse:    Records,    Reports    and    Statistics    (con- 
tinued) 

Card      VII  H.  S.  Health  Regulations 
Card     VIII  H.  S.  Preparation  of  Pupils  for  High  School 
Card        IX  H.  S.  Program  of  Supervision — (continued) 
Card          X  H.  S.  Teaching  of  Special  Subjects 
Card        XI  H.  S.  Subjects  Taught  in  High  School 
Card      XII  H.  S.  Preparation  and  Experience  of  Teaching  Force 

Questionnaires  sent  to  individuals 

To  county  auditors 

To  superintendents  of  schools 

To  teachers  at  teachers'  institutes 

(Sent  out  by  the  Superintendent  of  Public  Instruction) 

Outside  cooperation  with  schools 
To  libraries 
To  business  men 
To  clubwomen 
Score  card  for  rural  schools. 


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APPENDIX    rf  341 

COUNTY  AUDITORS,  THREE 

1.  Xo.  of  school  rooms  in  county  with  enrollment  of  less  than  5. 

2.  No.  of  school  rooms  in  county  with  enrollment  of  5  or  from  5  to  10 

3.  No.  of  school  rooms  in  county  with  enrollment  of  from  10  to  15 

4.  No.  of  school  rooms  in  county  with  enrollment  of  from  15  to  20 

5.  No.  of  school  rooms  in  county  with  enrollment  of  from  20  to  25 
(>.  Xo.  of  school  rooms  in  county  with   enrollment  of  25  or  over. 

QUESTIONNAIRES   SENT  TO   SUPERINTENDENTS   OF   SCHOOLS 

ONE 

Name  of  Sup't.  Address 

Name  and  Kind  of   District   (City,  Village,   Special,  Township) 

1.  How  many  one  room  schools  wfth  all  grades  have  you  in  your  district? 

2.  How  many  schools  with  more  than  one  room  and  with  all  grades  have  you  in 
your  district? 

3.  If  in  a  township,  are  the  schools  centralized? 

4.  If  in  a  township,  are  the  schools  partly  centralized  or  consolidated? 

5.  In  what  years  have  you  held  agricultural  exhibits  in  individual  schools? 

6.  In  what  years  have  you  held  school  district  exhibits? 

7.  In  what  years  have  you  exhibited  at  county  fairs? 

8.  What  sort  of  material  have  you  exhibited? 

9.  What  apparatus  have  you   for  the  teaching  of  agriculture  in  your   schools? 
Mention  especially  home-made  apparatus 

10.  What  part  have  your  pupils  taken  in  agricultural  contests  other  than  exhibits? 

11.  If  not  too  early  to  get  an  answer  in  your  district,  what  practical  results  have 
followed  the  teaching  of  agriculture  in  the  school  and  the  holding  of  agricul- 
tural exhibits  and  contests? 

12.  In  what  years  have  you  conducted  home  gardens?     Give  important  facts 

13.  In  what  years  have  you  conducted  school  gardens?     Give  important  facts 

14.  Do  you  receive  bulletins  from  the  experimental  stations,  the  state  department 
of  agriculture,  the  national  department  of  agriculture? 

15.  To  what  extent  do  your  teachers  use  them? 

16.  How  many  truant  officers  does  your  district  employ? 

17.  How  many  age  and  schooling  certificates  were  issued  during  the  school  year 
from  Sept.  1,  1912,  to  May  1,  1913? 

18.  How  many  children  in  your  district  between  the  ages  of  14  and  16  are   (a) 

in  school? (b)   at  work?   (c)   well,  but 

neither  at  school  nor  at  work  ?   

19.  What  is  the  total  enumeration  of  your  district? 

20.  What   is  the   total   net   enrollment   of   all   the   schools   in  the   district,   public, 
parochial  and  private? 

21.  How  many  cases  of  truancy  were  allowed  to  run  on  without  being  dealt  with 
during  the  year  1912-1913? 

22.  How  many  cases  were  satisfactorily  dealt  with? 

23.  How  many  prosecutions  were  there,  and  with  what  results? 

24.  What  officer  issues  age  and  schooling  certificates? 

25 .  Are   there   continuation    schools  ?     Enrollment   of   these 

Average  attendance  Hours  per  week  Subjects  taught 

26.  Who  actually  takes  the  school  census? 

27.  How  much  is  he  paid? 


342  OHIO    STATE    SCHOOL    SURVEY    REPORT 

28.  How  often  during  the  year  do  you  make  regular  promotions? 

29.  Do  you  use  continuous  or  cumulative  record  cards  for  pupils? 

30.  How  long  have  these  cards  been  in  use? 

31.  How  many  pupils  in  how  many  families  were  aided  by  being  provided  with 
money,  clothes,  text  books,   and  supplies    (when  these  are  not  free)    during 
the  year  1912-1913? 

32.  In  your  judgment,  has  the  law  (sec.  7777)  authorizing  such  assistance  worked 
well? 

33.  What  proportions  of  your  time  are  given  to  office  work,  supervision,  teaching? 

34.  (Entirely  optional)     What  special  features  characterized  the  work  in  your  dis- 
trict last  year? 

35.  (Entirely  optional)  Will  you  be  kind  enough  to  give  the  commission  informa- 
tion as  to  the  amount  and  character  of  your  professional  training,  academic 
training  and  experience? 

36.  Do  you  keep  records  of  careers  of  graduates  of  elementary  or  high  schools? 

37.  Can  you  supply  the  commission  with  any  information,  printed  or  otherwise, 
as  to  what  these  records  show? 

(Please  fill  out  and  return  as  soon  after  May  first  as  possible) 

TWO 
County  Name  and  Address  of  Superintendent. 

1.  Please   describe   any   device,   not  widely   adopted,   which   you   are   using   for 
supervisory,   (administration    or1    instructionall    purposes  —  particularly    devices 
tried  out  for  the  first  time  in  your  constituency  (If  any  special  forms  are  used 
please  send  a  copy  to  this  office) 

2.  Please  describe  any  educational  experiment  or  investigation  which  you  are  at 
present  conducting  or  have  conducted  during  the  academic  year  1912-1913  or 
earlier 

3.  Note.     The  commission  welcomes  any  other  information   or  suggestions  you 
may  have  to  offer 

%    THREE 

(  Township ^ 

Special  District I 

County Y  Village...   .  Grade  of  high  school 

[aty.. .:::::::::::::::::  j 

Name  of  Superintendent  Address 

1.  What  changes  have  you  made  in  your  high  school  at  the  suggestion  of  the. 
State  Department  of  High  School  Inspection  in 

a.  Building?     (Date  ) 

b.  Equipment?    Date  ) 

c.  Organization?     (Date  ) 

d.  Course  of  study?     (Date  ) 

which  you  consider  were  for  the  good  of  your  community 

2.  Why  were  these  changes  good  for  the  community? 

a.  In  building 

b.  In  equipment 

c.  In  organization 

d.  In  course  of  study 


APPENDIX    B  343 

3.  What  changes  have  you  made  in  your  high  school  at  the  suggestion  of  the 
State  University  department  of  high  school   inspection  in 

a.  Building?     (Date  ) 

b.  Equipment?     Date  ) 

c.  Organization?     (Date  ) 

d.  Course  of  study?     (Date  ) 

which  you  consider  were  for  the  good  of  your  community? 

4.  Why  were  these  changes  good  for  the  community? 

a.  In  building 

b.  In  equipment 

c.  In  organization 

d.  In  course  of  study 

5.  What  changes  have  you  made  at  the  suggestion  of  the  State  Department  of 
High  School  Inspection  in 

a.  Building?     (Date  ) 

b.  Equipment?     Date  ) 

c.  Organization?     (Date  ) 

d.  Course  of  study?     (Date  ) 

which  you  consider  were  not  for  the  best  interests  of  your  community? 

6.  Why  were  these-  changes  bad  for  the  community? 

a.  In  building 

b.  In  equipment 

c.  In  organization 

d.  In  course  of  study 

7.  What  changes  have  you  made  at  the  suggestion  of  the  State  University  de- 
partment of  High  School  Inspection  in 

a.  Building?     (Date  ) 

b.  Equipment?     Date  ) 

c.  Organization?     (Date  ) 

d.  Course  of  study?     (Date  ) 

which  you  consider  were  not  for  the  best  interests  of  your  community? 

8.  Why  were  these  changes  bad  for  the  community? 

a.  In  building 

b.  In  equipment 

c.  In  organization 

d.  In  course  of  study 

9.  Are  you  continuing  in  your  course  of  study  any  subject  or  subjects   which 
you  offer  only  to  meet  the   requirements  of  the   State   Department  of   High 
School  Inspection? 

10.  What  are  these  subjects? 

11.  Why   do  you   think   it  would  be  better   for   your  community   if   they  were 
omitted? 

12.  What  subjects  if  any  are  crowded  out  by  those  required  by  the  State  Depart- 
ment? 

13.  Are  you  continuing  in  your  course  of  study  any  subject  or  subjects  which 
you  offer  only  to  meet  the  requirements  of  the  University  department  of  high 
school  inspection? 

14.  What  are  these  subjects? 

15.  Why  do  you  think  it  would  be  better  for  your  community  if  they  were  omitted? 

16.  What  subjects,  if  any,  are  crowded  out  by  these  required  subjects? 


344  OHIO    STATE    SCHOOL    SURVEY    REPORT 

17.  How  many  times  since  Sept.  1909,  has  your  high  school  been  visited  by  the 
State  Department  of  High  School  Inspection? 

18.  How   long   did   the   state   inspector    spend   in   examining   your   high   school   in 
1909-10?  In  1910-11?  In  1911-12? 

In  1912-13? 

19.  How  many  times  since  September  1909,  has  your  high  school  been  visited  by 
the  State  University  department  of  high  school  inspection? 

20.  How  long  did  the  university  inspector  spend  in  examining  your  high  school  in 
1909-10?  In  1910-11?  In  1911-12? 

In  1912-13? 

Does  your  school  system  record  on  individual  record  cards  the  essential  facts 
for  every  child  in  school,  (age,  parentage,  scholarship,  etc.)  from  the  time  they 
enter  school  until  the  time  they  complete  the  eighth  grade  or  longer? 

If  so,  please  send  samples. 

The  commission  will  appreciate  any  information  or  suggestions  on  any  educa- 
tional topics  which  you  may  be  willing  to  give. 

QUESTIONNAIRES  ON  OUTSIDE  COOPERATION  WITH   SCHOOLS 

ONE 

LIBRARY  COOPERATION  WITH  SCHOOLS 

Name  of  Library P.  O.  Address  

Name  of  Librarian 

I.     General 

1.  Is  the  library  system  controlled  by  school  board?     Yes        No        Public 
library  board?    Yes        No 
Group  of  citizens  not  part  of  local  government?     Yes        No        Other? 


2.  Total  number  of  books  on  library  register 

3.  No.  of  branch  libraries 

4.  No.  of  elementary  schools   in   city  or  township   where  library   is   situated 
No.  of  Pubils  

5.  No.  of  high  schools  in  city  or  township  where  library  is  situated 

No.  of  students 

II.     Cooperation  at  School  Buildings 

1.  Does  the  school  board  furnish  books  for  school  libraries?     Yes        No 

2.  No.  of  frooks  furnished  by  reporting  library  to  elementary  school  libraries 
1912-1913.... 

Were  they  furnished  for  the  school  as  a  whole?     Yes        No        For  sep- 
arate rooms?        Yes        No 
From  the  main  library?     Yes         No         From  branches?     Yes     •    No 

No.  for  children's  use   No.  for  parents  and  general  circulation 

No.  for  teacher's  use 

3.  No.   of  permanent  reference  books   for  use  in  high   schools   during   1912- 
1913 

4.  Do  teachers  ask  in  the  fall  for  the  books  they  will  want  during  the  year? 

Yes        No        No.  who  asked  during  1912-1913 Or  does  the 

library  send  a  certain  set  to  each  room?     Yes        No        To  each  school? 
Yes        No 


APPENDIX    B  345 

5.  Is  the  library  responsible  for  keeping  these  books  in  repair?    Yes         No 
For  replacing  worn-out  copies?    Yes        No          How  often  are  new  books 
sent?  

6.  No.  of  books  sent  from  time  to  time  to  elementary  and  high  schools  for 
temporary  use  on  written  request  from  teacher  during  the  year  1912-1913 
No.  of  reference  books  sent  for  temporary  use 

7.  Does  the  library  send  books  for  distribution  at  recreation  centers?    Yes 
No 

For  evening  schools?    Yes       No       For  continuation  schools?  Yes       No 

8.  Are  notices  posted  on  school  bulletin  boards  about  books  of  interest  to 
teachers?    Yes         No 

To  pupils?    Yes        No 

9.  Do  librarians  visit   schools   during  or  after  hours  to   talk   about  books? 
Yes        No  To  tell  the  teachers   about  their  opportunities   as  school 
librarians?     Yes         No 

No.  of  schools  so  visited  during  1912-1913 No.  of  classes 

10.  Do  librarians  visit  the  schools  each  fall,  explaining  to  principals  and  teachers 
the  library's  willingness  to  cooperate?    Yes        No 

11.  No.  of  schools  outside  the  city  or  township  limits  to  which  the  library  sent 
books  during  1912-1913 

Name  Location. 

(1) 

'    (2) 

(3) 

III.     Cooperation  at  the  Library 

(If  there  is  more  than  one  library  building,  give  answers  using  M.  to  indicate 
the  main  library  and  Bi,  B2,  B3,  etc.,  to  indicate  the  branches). 

1.  When  was  the  last  catalogue  issued? Was  a  copy  sent  to 

each  teacher?    Yes        No 

2.  Is  there  a  children's  room?   Are  there  open  shelves 

for  children's  books  ?   

No.  of  books  on  such  shelves  

3.  Is  there  an  open  reference  shelf  for  special  books  needed  at  certain  periods 
in  high  school  courses  ?  

No.  of  books  kept  there  on  the  average 

4.  Is  there  a  special  shelf  for  books  of  interest  to  teachers? 

No.  of  books  kept  there  on  the  average  

5.  What  special  privileges  are  given  to  teachers  in  taking  out  reference  and 
other  books?  . , 


6  For  what  educational  periodicals  does  the  library  subscribe? 


Are  the  teachers  notified  that  the  library  takes  these  periodicals?  Yes    No 
7.   Do  you  keep  files  of  clippings  and  cut  articles  on  subjects  of  interest  to 
teachers?    Yes        No 

On  essay  subjects  for  high  school  students?    Yes        No        For  elementary 
students  ?     Yes        No 


346  OHIO    STATE    SCHOOL    SURVEY    REPORT 

8.  Has  the  library  a  special  librarian  to  develop  cooperation  with  schools? 
Yes        No 

No.  of  schools  she  visited  1912-1913 No.  of  times  she 

visited  each 

9.  No.  of  school  classes  in  1912-1913  which  came  to  library  for  talks  about 

books  during  school  hours After  school  hours 

Which  grades  came  ?  

10.  How  frequently  is  there  a  story-telling  hour   for  the  younger  children? 


Are  notices  sent  to  kindergarten  and  primary  teachers?     Yes        No 
Do  school  children  come  ? 

11.  No.  of  exhibits  of  pictures  since  Sept.,  1912 Of  statuary 

Of  rare  books Of  industries 

Illustrating  holiday  celebrations National  birthdays 

Current  events 

12.  What  evidence  has  the  library  that  teachers  are  occustomed  to  refer  pupils 
to  the  library  for  magazine  articles,  books,  etc.,  related  to  their  current 
school  work  exclusive  of  essay  preparation  ?  


No.    of    teachers    who    used    the    library    in  this  way   during   1912-1913 
(estimate)    

13.  No.  of  new  books  suggested   for  library  acquisition   so   far   during   1913 
by  teachers  By  pupils   

Did  the  library  during   1912-1913   formally  ask  teachers   to   suggest  new 
books  ?    Yes        No        No.  of  times 

14.  Do  you  keep  a  record  of  the  number  of  school  children  who  drew  books 
from  the  main  library  and  branches?     Yes        No        From  library  collec- 
tions loaned  to  schools?    Yes        No 

If  so,  No.  during  1913  to  Sept,  1st  Per  cent  of  school  chil- 
dren who  have  library  cards 

15.  Estimated  cost  of  school  cooperation  in  1912     -     -          

Estimated  cost  of  school  cooperation  in  1913  to  Sept.  1     

What  percent  of  the  total  is  it  estimated  to  be    -    -    -     

16.  If  the  library  is  not  yet  carrying  on  the  activities  suggested  by  the  questions, 
please  check  (V)  once  the  kinds  of  cooperation,  not  already  in  operation, 
which  the  library  would  be  glad  to  take  up  this  fall  if  arrangements  were 
made  with  the  school  authorities,  and  check  a  second  time  those  which  the 
library  is  definitely  planning  to  take  up  during  the  coming  school  year. 

Furnish  books  for  elementary  libraries 

Furnish  reference  books  to  high  schools 

Appoint  librarian  to  develop  cooperation  with  schools 

Distribute  books  through  playgrounds,  recreation  centers 

Post  book  notices  currently  on  school  bulletin  boards 

Visit  schools  to  talk  about  books  and  using  the  library 

Give  talks  to  classes  at  the  library  and  demonstrate  use  of  catalogs 

Send  books  to  country  schools 

Keep  on  open  shelves  at  library  reference  books  for  teachers 


APPENDIX    B  347 

Keep  on  open  shelves  at  library  reference  books  needed  by  high  school 

students 

Subscribe  to  educational  periodicals 
Keep  files  of  clippings  for  use  by  teachers  and  pupils 
Start  story-telling  hour 

IV.     Remarks  and   suggestions.      (Describe  any  special   features  of  work  done 
with  schools  and  school  children) 


It  will  greatly  assist  the  Commission  if  you  will  answer  these  questions 

Yours  truly, 

HORACE  L.  BRITTAIN, 

Director  of  Survey. 

TWO 
COOPERATION  OF  BUSINESS  MEN  WITH  PUBLIC  SCHOOLS 

Sent  to  chambers  of  commerce,  boards  of  trade,  manufacturers'  associations, 

bankers'   associations,  business   men's   clubs.      Similar   questionnaires 

were  sent  to  labor  unions  and  granges 

To  organizations  of  business  men: 

GENTLEMEN  : — The  commission  plans  to  include  in  its  report  to  the  Governor 
the  main  facts  about  business  men's  interest  in  rural  and  city  schools,  aside  from 
service  on  school  boards 

We  hope  that  if  you  yourself  have  not  specific  information,  you  will  refer 
these  questions  to  the  man  best  able  to  answer  them.  As  our  time  is  limited,  we 
are  forced  to  set  October  20th  as  the  latest  date  for  material  to  be  returned 

While  our  interest  is  especially  in  rural  and  village  school  problems,  we  hop« 
you  will  care  to  write  us  as  fully  as  your  time  permits  of  what  business  men 
have  done  to  help  city  schools. 

HORACE  L.  BRITTAIN. 


City  or  Village  County 

Name  of  Organization Members,  1913 , 

Signed Position 


THE  QUESTIONS  ON  THIS  PAGE  APPLY  TO  RURAL  OR  VILLAGE  SCHOOLS  OUTSIDE 

CITY  SYSTEMS 

1.  Has  your  organization  a   special  committee  interested  in  rural  school  condi- 
tions ?  Yes        No 

2.  Please  check   (x)   any  of  the  following  rural  school  problems  in  which  your 
organization  or  some  of  its  members  were  interested  during  the  year  Sept., 
1912-Sept.,  1913,  specifying  any  definite  results  from  this  cooperation: 


34» 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


Subject 

School  tax  

Higher  salaries   for  teachers... 

New  buildings    

Compulsory   attendance    

Better   equipment    

Health  of  pupils   

Trade   training    

Agricultural  instruction 

County  fair  participation   

Prizes  for  essays,  debates,  etc.. 

Instruction  in  civics  

Better  roads   

Neighborhood  use  of  buildings 

Athletics,    recreation    

Relief  of  needy  pupils 

Talks  on  vocations    

Other    . 


Results 


3.  Does  your  organization  plan  to  do  anything  this  year  for  the  country  schools 
in  your  neighborhood?    Yes        No 

THE  QUESTIONS  ON  THIS  PAGE  APPLY  ONLY  TO  WORK  FOR  PUBLIC  SCHOOLS 
WITHIN  SCHOOL  SYSTEMS  OF  A  CITY 

4.  Has  your  organization  a  committee  on  education?     Yes        No 

5.  Through  what  other  committee  is  it  in  touch   with  public   school  questions? 

6.  Please  check    (x)    any  of  the   following  city   school  questions   in   which  your 
organization  was   actively   interested   during  the  year    Sept.,    1912-Sept.,    1913, 
specifying  results  where  possible: 

Subject  Results 

School  budget  or  bond  issue | 

School  law  improvements | 

New  buildings    ! 

Compulsory    attendance    | 

Commercial    training    | ". 

Industrial  training | 

Continuation  schools ; . .  | 

Apprentice  courses   | 

Vocational   guidance    | 

Health  of  pupils   

Instruction   in  civics    

Talks  on  business  success 

Athletics    

Playgrounds    

Neighborhood  use  of   buildings 

Relief  of  needy  pupils 

Savings    banks    . . ; | . 

Pupils'  visits   to  manufacturing  plants |. 

Publicity  about  school  needs I, 

Other    |. 


APPENDIX    B 


349 


7.  Js  the  attention  of  business  men  to  school  needs  continuous  through  perma- 
nent   organization    and    committees?      Yes         No        Or    intermittent    through 
specially    appointed    committees,    mass    meetings,    taxpayers'    hearings,    etc.? 
Yes        No 

8.  Would    the   members   of   your   organization   be    interested    in   knowing    what 
other  groups  of  business  men  are  doing  for  rural  and  city  schools? 

Remarks : 

THREE 

COOPERATION  OF  WOMEN'S  CLUBS  WITH  PUBLIC  SCHOOLS 

Sent  to  Ohio  Federation  of  Women's  Clubs,  Daughters  of  American  Revolution 
Mothers'  Clubs  and  Association  of  Collegiate  Alumnae 

To  presidents  of  women's  clubs: 

The  commission  plans  to  include  in  its  report  to  the  Governor  a  summary 
of  club  work  for  rural  and  city  schools.  We  hope  you  willwant  to  have  your 
club  included.  As  our  time  is  limited  it  is  necessary  to  fill  in  and  return  this 
questionnaire  before  Oct.  18th,  or  it  can  not  be  used. 

If  you  cannot  readily  answer  questions  10-13,  the  superintendent  of  schools 
or  president  of  the  school  board  may  be  able  to  help.  Please  do  not  delay  the 
return  of  the  blank  because  you  cannot  secure  accurate  answers  to  all  of  the 
questions.  Any  information  from  you,  no  matter  how  little,  will  be  of  help  to 
the  commission. 

HORACE  L.  BRITTAIN. 


City  or  Village, 
Name  of  Club  . 
(Signed) 


County    

No.  members  1913. 
Position 


THE  QUESTIONS  ON  THIS  PAGE  APPLY  ONLY  TO  WORK  FOR  RURAL  OR  VILLAGE 
SCHOOLS   OUTSIDE  OF  CITY   SCHOOL   SYSTEMS. 

1.  Has  your  club  a  committee  on  rural  schools?     Yes         No 

2.  Through   what   other  committees  is  your  club   in  touch   with   rural  or  village 

schools  in  the  neighborhood? 

3.  Please  check  (-V)  where  your  club  has  been  interested  in  securing  for  rural  or 

village  public  schools  the  following  improvements;  specify  what  your  club  did 
during  the  year  Sept.  1912-1913,  and  how  many  schools  benefited : 


Subject 

New  buildings  

Playgrounds,  equipment    

School  gardens  

Agricultural  instruction   

Manual  training   

Domestic  science  

Schoolroom  equipment 

Books    for   teachers   or   pupils. 

School  decorations   

Better  heating,  ventilation 

Cleaner  schools,  outhouses. . . . 
Medical  inspection  of  pupils.. 
Relief  of  needv  children.. 


What  club  did 


No.  schools 


350 


OHIO    STATE    SCHOOL    SURVEY    REPORT 


Subject 

Higher  salaries  for  teachers.. 
Neighborhood  use  of  building. 

Local  mothers'  meeting 

Better  roads  

County  fairs  

Other:  . 


What  club  did 


No.  schools 


4.  What  other  agencies  or  individuals  cooperated  in  this  work  or  are  especially 
interested  in  rural  or  village  school  conditions? 


Name 


Address 


5.  Would  your  club  be  interested  this  year  in  making  a  study  of  rural  schools 
in  your  neighborhood  to  discover  ways  of  helping?    Yes  No 

Would  such  work  be  facilitated  if  the  commission   prepares  blanks  on  the 

above  subjects  for  your  use?    Yes  No 

Remarks : 


THE  QUESTIONS  BELOW  APPLY  ONLY  TO  WORK  FOR  SCHOOLS  WITHIN 
THE  CITY  SCHOOL  SYSTEM 

6.  Has  your  club  a  committee  on  education  or  schools?    Yes  No 

7.  Through  what  other  committees  is  it  in  touch  with  public  schools  in  your  city? 

8.  Please  check  (V)  after  the  subjects  in  which  your  club  was  interested  during 
the  year  Sept.  1912-1913,  and  indicate  specific  results,  including  meetings,  pub- 
licity, etc.,  with  the  names  of  other  agencies  public  or  private  which  helped  to 
secure  results: 


Subject 

Sanitary  improvements   

Medical  examination  or  treatment, 
Dental  examination  or  treatment.. 

Open  air  rooms 

School  lunches   

Relief  of  needy 

Scholarships 

Decorations  

Prizes  for  essays,  etc 

Public  lectures   

Playgrounds  or  athletics 

Neighborhood  use  of  building.... 

Vacation  schools  

Kindergartens   

Manual  or  industrial  training 

Domestic  science   

Continuation  schools  

Vocational  guidance   

Teachers'  and  parents'  meetings... 
Other  . 


Results  secured 


Others  concerned 


APPENDIX    B  351 

9.  What  work  for' schools  does  your  club  plan  to  take  up  this  fall? 

10.  How  many  ministers  helped  last  year  to  secure  school  improvements? 
Along  what  lines? 

With  what  results? 

11.  Have  physicians,  dentists  or  hospitals  helped  secure  the  following:  (check  V) 
inspection   for  transmissible  diseases  ;  examination   for  physical  defects 

;  free  treatment  of  defects  ;  talks  at  school  to  pupils  ;  lec- 

tures to  parents  ;  open  air  rooms  ;  better  ventilation  ;  special 

instruction  for  defective   children  ;   hygiene   instruction  ;    athletics 

;  other 
With  what  results? 

12.  What  newspapers  publish  regularly  a  school  column? 
Give  current  news  ? 

13.  What  other  agencies  public  or  ^private  outside  of  the  school  board  and  the 
school  system  are  cooperating  actively  with  public  schools? 

Name  Address 


Remarks : 

FOUR 

SCORE  CARD  FOR  RURAL   SCHOOLS 
Sent  to  Farm  Women's  Clubs 

County Township District  No , 

Date Village.. School  No., 

Visited  by Address 


If  there  be  more  than  one  room,  please  answer  on  the  back  questions 
18  to  32  for  each  room 

1.  Are  the   school   grounds   covered   with   grass?  with   gravel?  left   in 
natural  condition? 

2.  Is  there  a  clear  level  place  for  children  to  play? 

3.  Is  there  a  sheltered  place  outdoors  for  children  to  play  in  bad  weather? 
What? 

4.  Is  there  any  playground   apparatus,   swing,   teeter,   etc.?  If   so,   what? 

5.  Is  there  a  school  garden?  What  was  raised  last  spring? 

6.  Are  the  walks  in  good  condition? 

7.  Is  there  a  basket  outdoors   for  rubbish   and   papers?  Are  papers   and 
scraps  scattered  around  the  yard? 

8.  Is  the  building  nicely  painted  outside?  What  color  Brick? 

9.  How  many  feet  apart  are  the  outhouses  for  boys  and  girls? 

10.  Are  they  clean  inside?  How  often  are  they  scrubbed? 

11.  Are  there  separate  cloak  rooms  for  boys  and  girls?  Are   cloak   rooms 
clean?                Are   they   ventilated   by   windows?                 Is    there    a    shelf    for 
lunch  pails?                How  are  children's  wraps  dried  in  wet  weather? 

12.  Does  the  drinking  water  come  from  a  well?  When  was  it  last  analyzed? 

13.  Is  there  a  bookcase  with  extra  books  for  children  to  read?  How  many? 
Has  the  teacher  asked  for  books  from  the  state  traveling  library? 


352  OHIO    STATE    SCHOOL    SURVEY    REPORT 

14.  Is  there  a  piano?  organ? 

15.  Is  cooking  taught?  sewing?  basket  weaving?  drawing? 

16.  Is  there  any  way  children  can  get  something  warm  to  eat  for  lunch? 

17.  How  many  desks  in  the  room?  How  many   children   present? 
How  many  children  between  6  and  16  years  of  age  in  the  school  district? 

18.  What  color  are  the  walls?  Are  there  marks  and  scratches  on  them? 

19.  What  pictures  or  other  decorations  are  there? 

20.  When  were  walls  washed  last?  woodwork?  If  papered,  when? 

21.  W'hen  was  the  floor  scrubbed  last?  by   whom?  When   will   it  be 
scrubbed  again? 

22.  Is  the  floor  swept  every  day?  by  whom? 

23.  Is  the  room  heated  by  a  furnace?  stove?  stove  with  a  jacket? 

24.  How  many  windows  in  the  room?  How  many  open  when  you  visited? 
Were  the  windows  open  at  the  top?  bottom? 

25.  Are  there  shades  at  all  the  windows?  Are  any  of  the  windows  broken? 

26.  Are  the  desks  adjustable  for  little  children  and  for  big  children? 

27.  Is  the  blackboard  cracked?  rough?  clean?  big  enough? 

28.  Do  the  text  books  seem  to  be  clean?  In  good  condition? 

29.  Are  there  any  maps?  of  what? 

30.  Is  there  a  cooler  for  drinking  water?  uncovered  pail?  Has  each 
child  a  cup  of  his  own?                Where  are  cups  kept? 

31.-  How  many  years  has  the  teacher  been  teaching?  Did  she  graduate  from 

high  school?  normal  school?  college? 

32.  Is  the  school  used  in  afternoons  and  evenings  for  social  or  club  meetings  by 
the  neighborhood?  How  often? 

33.  What  seems  to  you  to  be  most  needed  in  the  school  in  the  way  of  repairs, 
equipment,  cleaning,  etc.? 


j-  A 


'  C  56'      • 


